Nnamdi Azikiwe University Journals
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Linear to Circular Economy Innovation in the Automotive Industry
No full textThe automotive industry is crucial globally, but its increased use of fossil fuels poses environmental challenges. Linear economy vehicles emit more greenhouse gases, while circular economy aims to reduce pollution by redesigning processes and products. This paper explores the construction of an electric vehicle from an existing internal combustion engine, utilizing mechanics principles and fundamental engineering equations from mechanical and electrical analysis. The Toyota Starlet car was converted into an electric vehicle (EV) using four absorbed glass mat (AGM) lead acid batteries and a 48V direct current (DC) motor, with a 48V, 500Amps insulated-gate bipolar transistor (IGBT) electronic DC controller and a total capacity of 28.8KWh. It connects via a 5mm mild steel adapter plate and includes an electric booster vacuum pump. The donor vehicle\u27s steering and suspension systems were reused, along with various components like a 48V electric motor controller, charger, brake assist system, coupler, adapter plate, and electronic foot pedal. A 48V DC motor series wound was used, providing torque ranging from 102Nm to 115.8Nm for the EV\u27s wheel. The test resulted in an electric vehicle reaching a maximum speed range of 56-65KWh. Electric vehicles (EVs) offer simplicity, control, and cleanliness, potentially saving internal combustion engine (ICE) vehicles from extinction or scrapping and preventing global warming. The framework of this circular economy provides a solution for change across the lifecycle of a vehicle, providing the automotive industry a path towards a robust sustainable transportation solution
Human-Centric Cybersecurity: The Integration of Psychological Insights and Socio-Technical Systems
No full textAs cyber threats continue to grow in sophistication and scale, it has become increasingly clear that traditional technology-focused cybersecurity approaches are insufficient on their own. This article advocates for a human-centric cybersecurity paradigm that integrates psychological insights and socio-technical systems thinking to address the complex interplay between human behavior, organizational culture, and technical infrastructure. Drawing on cognitive psychology, behavioral science, and systems engineering, the paper explored key human factors that influence security, such as cognitive limitations, social engineering susceptibility, and security fatigue. It examined the value of user-centered system design, adaptive security measures, and policy frameworks that align with real-world user behavior and organizational dynamics. Additionally, the article outlined a conceptual framework for human-centric cybersecurity and identified future research directions, including the quantification of cognitive biases, evaluation of gamified training, as well as embedding security metrics into organizational performance. Through the promotion of interdisciplinary collaboration and laying emphasis on the central role of human agents, this work aims to guide the development of more resilient, effective, and ethically grounded cybersecurity practices
THE IMPACT OF COUNSELLING AS A MEANS OF DEALING WITH MALADAPTIVE BEHAVIOURS IN SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOVERNMENT AREA
No full textThe research work examined the perceived impact of counselling as a means of dealing with maladaptive behaviour in secondary schools in Awka South Local Government Area of Anambra State. Three research questions guided the study. Descriptive survey research design was adopted with a population 2,026 students in public secondary schools in Awka South LGA. The sample size comprised of 200 male and female students in senior secondary schools two (SS2) selected through simple random sampling technique. A 20 item questionnaire developed by the researcher titled; counselling as a means of dealing with maladaptive behaviour questionnaire (CDMBQ) with 4-point Likert rating scale was used for data collection. The instrument was validated by experts and the internal consistency of the instruments was determined using the Cronbach Alpha analysis which provided internal consistency coefficients of 0.77. Mean was used to answer the research questions. The findings revealed that there are forms of maladaptive behaviour among secondary school students. Also, there are some counselling strategies in dealing with maladaptive behaviour among secondary school students and there is a significant effectiveness of counselling in dealing with maladaptive behaviour among secondary school students. Based on the findings, it was recommended that school counsellors should utilise self-reinforcement strategies, use of behaviour shaping strategies, and cognitive behaviour therapy among others. 
WEB-BASED DIGITAL TECHNOLOGY SKILLS REQUIRED FOR ONLINE TEACHING AND LEARNING OF SCIENCE EDUCATION COURSES IN COLLEGE OF EDUCATION ZING, TARABA STATE.
No full textThe study examined the web-based digital technology skills required for online teaching and learning of science education courses in College of Education Zing, Taraba State. One research question and one null hypothesis guided the study. Descriptive survey design was adopted. The population consisted of 81 lecturers from the various departments of the School of Secondary Education (Sciences), College of Education Zing and 50 were selected using simple random sampling method. The WDTSROTLSECQ, a four-point rating scale questionnaire, was used for data collection. The instrument was validated by 3 experts and Cronbach’s alpha reliability coefficient of 0.78 was achieved. The data collected were analysed using mean and standard deviation. The mean was used to answer the research question while the standard deviation was used to determine the closeness or otherwise of the responses from the mean. The null hypothesis stated was tested using the independent t-test at 0.05 level of significance. The findings revealed that lecturers in the school required web-based digital technology skills for online teaching of science education courses (weighted average mean = 3.44).The findings further revealed that there was no significant difference between the mean response of experienced and less experienced lecturers (t46 = -0.9054, p>0.05). It was concluded that science education lecturers require continuous digital skills development to meet evolving educational demands post COVID19. Based on the findings of the study, it was recommended among others that government should provide ongoing training for science education lecturers to enhance their competencies in essential digital skills, as it will ensure that lecturers are well-equipped to meet the demands of digital teaching and learning
CORRUPTION IN EDUCATIONAL LEADERSHIP: A FOCUS ON UNIVERSITY EDUCATION IN NIGERIA
No full textCorruption in university leadership in Nigeria is a persistent issue that undermines the integrity and quality of higher education. This paper examines the various forms of corruption in Nigerian universities, including financial mismanagement, academic fraud, and nepotism, and analyzes their causes such as weak governance, political interference, and inadequate oversight. The consequences of corruption are profound, leading to the erosion of academic standards, financial instability, loss of public trust, and brain drain. To address these challenges, the paper proposes strategies for combating corruption, including strengthening accountability mechanisms, promoting meritocracy, ensuring transparency in financial management, and fostering ethical leadership. Implementing these strategies is essential to restoring the credibility of Nigerian universities and enhancing their role in national development
THE ROLE OF INSECURITY ON ACADEMIC SATISFACTION AND PSYCHOLOGICAL WELL-BEING OF UNDERGRADUATE STUDENTS IN TERTIARY INSTITUTIONS IN ANAMBRA STATE
No full textThe study investigated the role of insecurity on academic satisfaction and Psychological well-being of undergraduate students in Anambra State. The purpose of the study was to find out the role of insecurity on academic satisfaction and Psychological well-being among undergraduate students. Four research questions and four null hypotheses guided the study. Correlational Survey research design was adopted for the study. The population of the study comprised 19,478 undergraduate students in four tertiary institutions in Anambra State for the 2023/2024 academic session. The sample size of the study comprises 3,250 year two (200 level) students from the four tertiary institute (Nnamdi Azikiwe University, Awka, Nwafor-Orizu College of Education Nsugbe, Anambra state University Igbariam and Umunze Technical College) were sampled. The sample was obtained using purposive sampling techniques. From the four tertiary institutions, 800 undergraduates were sampled except Nnamdi Azikiwe University, Awka were 850 students were sampled. Two questionnaires titled “Insecurity and Academic Satisfaction Questionnaire (IAASQ) and Insecurity and Psychological Wellbeing Questionnaire (IAPQ) were used for data collection. The instruments were validated by three experts; two from the Department of Educational Foundations, Faculty of Education and the other from the Institute of Peace and Conflict and Security Studies, all from Nnamdi Azikiwe University, Awka. The reliability of the instruments was established using Crombach’s alpha method and the alpha coefficients indices was 0.81 and 0.78 respectively for IAASQ and IAPQ. Data was obtained using direct delivery technique. Data collected were analyzed using Pearson r for the research questions and Linear-regression analysis for the Ho. The findings showed that insecurity plays a significant role on undergraduate students’ academic satisfaction and psychological wellbeing. It was recommended among others that government should provide adequate security to the tertiary institutions to caution insecurity and to enhance academic satisfaction and psychological well-being among tertiary institution students in Anambra State
Assessment and Evaluation of Classroom Management in Teaching a Class with Acting-Out Students: A Case Study of an All-Inclusive Class
No full textThis study explored the assessment and evaluation of classroom management strategies employed in an all-inclusive class characterized by students exhibiting acting-out behaviours. The research sought to identify effective practices that enhance learning outcomes and foster a positive classroom environment while addressing the diverse needs of students. The population of the study was made up of 200 teachers teaching in an incisive classroom. The study was carried in all the inclusive schools in Anambra State. Utilizing a quantitative approach, data were collected through questionnaires, providing insights into their experiences and perceptions regarding classroom management in inclusive settings. The instrument was constructed and validated by an expert. The reliability was obtained using Cronbach’s alpha method and reliability coefficient of the instrument is 0.53 and the data collected were analyzed sing SPSS with the mean and standard deviation as the statistical tools. Key findings reveal that teachers frequently encounter aggressive, abusive words, opposing school authority, students not complying with the instructions and difficulty in capturing their attention during lesson as acting-out behaviours an inclusive classroom. It also reveals that strategies that are most effective in balancing and controlling an inclusion classrooms are positive reinforcement, individualized learning strategy, kind words/advise as well as discipline the offenders with cane. Recommendations include fostering collaborative environments where teachers can share best practices and support one another in managing classroom dynamics. The implications of this research extend beyond individual classrooms, suggesting that educational institutions should prioritize comprehensive training programs that focus on inclusive practices and behaviour management strategies. Ultimately, this study contributes to the broader discourse on inclusive education by providing valuable insights into the complexities of managing acting-out behaviours and highlights the need for continuous improvement in teacher preparation and support systems. By addressing these challenges, educators can create more inclusive and productive learning environments that cater to the diverse needs of all students. 
PRINCIPALS’ MANAGERIAL COMPETENCIES IN NIGERIAN PUBLIC SENIOR SECONDARY SCHOOLS: CHALLENGES AND PROSPECTS
No full textThe role of principals in Nigerian public senior secondary schools is essential in ensuring effective school administration and improved student outcomes. However, several challenges hinder their managerial competencies, affecting overall school performance. This study examines the key managerial competencies required for effective school leadership, the challenges principals face, and potential strategies to enhance their effectiveness. Challenges identified include inadequate professional development, limited autonomy in decision-making, financial constraints, staff management issues, and policy implementation difficulties. These factors collectively impact the ability of principals to exercise leadership effectively and achieve institutional goals. Despite these challenges, several prospects exist for improving principals’ managerial competencies. Strengthening capacity-building initiatives, granting greater leadership autonomy, increasing funding, integrating technology in school management, and fostering stakeholder collaboration are essential strategies for enhancing school leadership. This paper also provides policy recommendations, emphasizing the need for government intervention, improved training programs, and stronger community engagement in school administration. In conclusion, addressing these challenges requires a multi-faceted approach involving policymakers, school management, and other stakeholders to ensure that principals are well-equipped to lead effectively. By enhancing their managerial competencies, public senior secondary schools in Nigeria can achieve better administrative efficiency and improved educational outcomes
Development of a Social Phobia Scale for Assessing Undergraduate and Senior Secondary Students in Nigeria
No full textThis study developed, validated and standardised an instrument for measuring social phobia among Nigerian students. The instrument is called the Students’ Social Phobia Scale (SSPS) and comprises of five subscales namely: fear of people in authority, fear of meeting new faces, fear of being criticized by others, fear of public speaking, and fear of performing in public. The research examined the overall level of social phobia, its manifestations across different subscales, and variations by gender and educational level. A total of 608 students, including 277 undergraduates and 331 senior secondary school students, participated in the study. This was composed of 284 male students and 324 female students of both undergraduates and senior secondary. Cronbach’s alpha was used to establish the internal consistency of the instrument and exploratory factor analysis was used to establish its construct validity. The internal consistency of the entire instrument using Cronbach\u27s alpha was 0.976 and that of the subscales ranged from 0.893 to 0.934. The stability reliability coefficient of the entire test was 0.940 while those of the subscales ranged from 0.864 to 0.918. These estimates confirmed the SSPS’s stability over time. The findings suggest a moderate overall level of social phobia among the students, with significant differences across subscales and demographic variables. The maximum and minimum scores obtained were 200.00 and 40.00 respectively with a mean score of 115.87. Gender differences revealed that female students exhibited higher levels of social phobia (118.24) compared to male students (113.14), while senior secondary students showed greater anxiety (117.54) than undergraduates (113.82). The normative data provided benchmarks for interpreting individual scores, with senior secondary and female students reporting higher mean scores. The study recommends the use of SSPS for targeted interventions, including gender-specific programmes and age-appropriate strategies, to address the varying levels and manifestations of social phobia.  
