Nnamdi Azikiwe University Journals
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EXPLORING THE MECHANISM OF SOCIOLOGICAL APPROACH TOWARDS DECRIMINALIZING THE CHALLENGES OF RAPING IN NIGERIA
No full textThe paper explored the mechanism of sociological approach towards decriminalizing the challenges of rapping in Nigeria. Rape is a hurdle to economic development, a public health problem, and a violation of women’s fundamental human rights. Rape victims tend to be silent as a result of humiliation and intimidation by the police, as well as the "embarrassment" of public acknowledgement. Rape is pervasive in Nigeria and is likely going to worsen if no steps are taken immediately to end this scourge. It is very worrisome that Nigerian females now lose their virginity through rape. The complexity and perplexity of rape in the recent time has been elaborately demonstrated. In an attempt to concretize the occurrence of violence against women and sexual assault against children, selected cases have been reported in order for the stakeholders to take this challenge seriously. However, multifarious challenges are identified as impediments in adequate handling of rape cases in the country especially lack of proper prosecution and mostly the action against the perpetrators of rape used to be contrary to the provision of law in the country. In addition, the study identified a number of consequences emanating from the incidence of rape in the society and of such are sociological, psychological/emotional, health and physical consequences. In order to address the effects of rape on the victims, a number of coping strategies were identified as: Social support, cognitive therapy technique, counselling response. The concluded, the escalation of sexually abusive behaviour called rape cannot be undoubtedly deniable in the country. It was recommended that the government should establish special task force whose primary responsibility is to implement the anti-rape law especially by receiving the cases of sexual assault, harassment, abuse or rape in the society
EFFECT OF THINKING PAIR INSTRUCTIONAL STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN OGOJA EDUCATION ZONE OF CROSS RIVER STATE
No full textThis study investigated effect of thinking pair instructional strategy on students’ academic achievement in Mathematics in Ogoja Education Zone of Cross River State. Two research questions were posed and two null hypotheses were formulated to guide the study. Quasi experimental design was used for this study. One hundred and twelve (112) Mathematics students in two intact SS2 classes from the drawn public secondary schools were used for this study. The one hundred and twelve (112) Mathematics students in two intact Senior Secondary Two (SS2) classes comprised of thirty-two (32) female and twenty-eight (28) male students from school A and twenty-four (24) female and twenty-eight (28) male students from school B. The Mathematics Achievement Test (MAT) drawn from three weeks learning package on algebra was used for data collection in this study. It consisted of 30 multiple choice test items constructed by the researcher. To establish the reliability of the MAT, The instrument was administered to 20 mathematics students in a Secondary School that is not part of the sample. The responses obtained was be analysed using the Kuder-Richardson 21 formula method. The reliability coefficient of 0.87 was obtained, Research questions were analyzed using mean and standard deviation whiles the research hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Results obtained from the study showed that: there was a significant difference in the mean achievement scores of students taught Mathematics using thinking pair instructional strategy and those taught using conventional method with those taught using thinking pair instructional strategy having a higher mean gain. The mean scores of male and female students taught Mathematics using thinking pair instructional strategy differs with the female students having a higher mean gain than the male students. It was recommended among others that Mathematics teachers should be encouraged to adopt the thinking pair instructional strategy as a regular part of their instructional delivery. Its active and collaborative nature enhances students’ comprehension and overall academic performance. 
LEVERAGING ARTIFICIAL INTELLIGENCE TO ENHANCE LEARNING ENGAGEMENT: OPPORTUNITIES AND CHALLENGES
No full textArtificial intelligence (AI) is revolutionizing education by offering innovative tools to enhance learning engagement, a critical factor in academic success. This paper explored the potential of AI to transform traditional learning environments through personalized, adaptive and interactive technologies, such as intelligent tutoring systems, gamified platforms and virtual labs. These tools address key challenges in education, including disengagement, lack of personalization and limited feedback, by tailoring learning experiences to individual needs and fostering deeper student involvement. However, the integration of AI in education is not without challenges. Issues such as inadequate infrastructure, high implementation costs, low digital literacy and ethical concerns must be addressed to ensure equitable and effective adoption. The study also highlighted the opportunities AI presents for improving learning engagement, such as real-time feedback, personalized learning experiences and collaborative learning support, while also examining the barriers to its implementation. Furthermore, it offered actionable suggestions, including investing in infrastructure, training programs for educators and students, bridging the digital divide and establishing ethical frameworks. These strategies aim to maximize the potential of AI while mitigating risks, ensuring that its benefits are accessible to all learners. Ultimately, this paper underscored the transformative potential of AI in education and calls for collaborative efforts among stakeholders to create inclusive, engaging and effective learning environments for the future
INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS, AGE AND GENDER ON ACADEMIC ADJUSTMENT OF STUDENTS WITH LEARNING DISABILITIES IN IBADAN, OYO STATE
No full textThis paper investigated influence of parental socio-economic status, age and gender on academic adjustment of students with learning disabilities in Ibadan, Oyo state. The paper maintained that ability of a student to adjust to a school environment leads to academic adjustment. However, it sees academic adjustment as one of the challenges the students with learning disabilities encounter in school. The main purpose of this study is to investigate influence of parental socio-economic status, age and gender on academic adjustment of students with learning disabilities. Three research questions were raised and answered in the study. A correlational research design was adopted in the study. The samples of the study comprised two hundred and eighty three (283) respondents (male114 and female 169) that were purposively selected. A questionnaire with two sections: A demographic variables including age and gender, and B: parental socio-economic status and academic adjustment was used. It was validated by experts in learning disabilities and economics and it has a reliability of =0.78 using Cronbach Alpha. The data collected were analysed using Multiple Regression Analysis, and Pearson Product Moment Correlation Coefficient. Results indicated joint contributions of parental socio-economic status, age, and gender on academic adjustment of students with learning disabilities was significant. This study has successfully demonstrated that all the variables significantly predicted academic adjustment. Built on the result of the study, it was recommended that academic adjustment of the students with learning disabilities should be given priority by all the stakeholders in the educational sector. 
IMPLEMENTATION OF INCLUSIVE EDUCATION POLICY IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
No full textThis study investigated “Implementation of inclusive education policy in secondary schools” Three research questions guided the study. The study adopted descriptive research design with 248 participants in Anambra State, Nigeria. The questionnaire, which was entitled: “Implementation of inclusive education Questionnaire,” was used to elicit information on the variables, and was structured after the four-point modified Likert rating scale. The instruments were duly validated by experts. The reliability of the instrument was tested using the Cronbach’s Alpha method to establish the internal consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained for the two clusters respectively, means was used to analyse data collected. The findings of the study revealed, there was adequate educational resources policy for the equal skills opportunities (Weighed Average mean = 3.88, Grand mean = 3.50), and there was challenges facing the implementation of inclusive education for the equal skills opportunities (Weighed Average mean = 3.60, Grand mean = 3.50) also there was inclusive education policy implemented for the equal skills opportunities (Weighed Average mean = 3.61, Grand mean = 3.50) and there was equal skills opportunities for the equal skills opportunities (Weighed Average mean = 3.66, Grand mean = 3.50). Based on the findings, it was recommended, among others, that Government should double efforts in ensuring that true inclusion is practised in the junior secondary education system by ensuring that there is adequate human, material and financial resources that will enable the principals to effectively implement inclusive education. 
USE OF FLIPPED CLASSROOM INSTRUCTIONAL METHOD FOR THE IMPLEMENTATION OF PRE-SERVICE TEACHERS’ MICROTEACHING COURSE IN PUBLIC UNIVERSITIES IN ANAMBRA STATE, NIGERIA
No full textThe study investigated the use of flipped classroom instructional method for the implementation of Pre-service teachers’ microteaching course in public universities in Anambra State. Two research questions guided the study. Descriptive survey research design was adopted. The population of the study comprised 318 lecturers from the faculties of Education in the two public universities in Anambra State. The sample size for the study was 60 lecturers obtained from two out of the 13 departments in the Faculties of Education in the two public universities using multi-stage sampling of purposive and simple random techniques. Questionnaires titled “Use of Flipped Classroom Instructional Method for Implementation of Pre-Service Teachers’ Microteaching Course in Public Universities (UFCIMIPSTMTC)\u27\u27 was used as instrument for data collection. The instrument was constructed by the researcher, which was structured on a four-point rating scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) for research question one and Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) for research question two. The instrument was validated by three experts. The reliability of the instrument was obtained using Cronbach Alpha, which yielded the coefficient value of 0.82. Data obtained were analysed using mean. The findings of the study revealed that flipped classroom instructional method is used in the implementation of pre-service teachers’ microteaching course in public universities, but to a low extent. It further revealed that the flipped classroom instructional method has a lot of benefits in the implementation of pre-service teachers’ microteaching course in public universities. It was recommended among others that faculty of Education lecturers in particular and other lecturers in general should be encouraged to adopt the use of flipped classroom instructional method in teaching the students for effective instructional delivery
REDESIGNING PHILOSOPHY OF EDUCATION AND TEACHER EDUCATION: ALIGNING SKILLS WITH GLOBAL COMPETENCIES IN SOUTH EAST NIGERIA PUBLIC TERTIARY INSTITUTIONS
No full textThe study worked at redesigning philosophy of education and teacher education by aligning skills with global competencies in Southeast Nigeria’s public tertiary institutions. -Descriptive survey research design was adopted for the study. Three research questions were used to elicit responses from participants. The population comprised of 180 lecturers in 10 Southeast Nigeria’s public tertiary institutions. There was no need for sampling since the population was of a manageable size. Instrument for data collection was a self-structured questionnaire. The reliability of the instrument was established using Cronbach Alpha method. The coefficients obtained were 0.72, 0.73 and 0.74 respectively for each of the three clusters in the questionnaire. Data collected were analyzed using descriptive statistics. Some thought-provoking findings were made and interesting recommendations were put forward. 
DETERMINANTS OF ENVIRONMENTAL DISCLOSURES IN THE NIGERIA OIL AND GAS SECTOR
No full textThe study examined the determinants of environmental disclosures in the Nigeria oil and gas sector. Secondary data was retrieved from the corporate annual reports of the sampled companies. Descriptive statistics, ordinary lease square analysis, endogeneity test, fixed and random effect estimation, Hausman tests were all carried out. Regression tests such as normality, multi-collinearity, Heteroskedasticity and serial correlation tests were also carried out. The study revealed that profitability improves environmental disclosure. Meanwhile, leverage reduces environmental disclosure significantly. However, company size does not affect environmental disclosure significantly. The study concludes profitability and leverage are major drivers of environmental disclosure significantly. Hence, firms are advised to pay more attention to environmental reporting, firms irrespective of their leverage level should improve their environmental performance; both small and big firms should improve their environmental performance.
 
ASSET MANAGEMENT AND FIRM VALUE OF LISTED OIL AND GAS FIRMS IN NIGERIA
No full textThe study examined the effect of asset management on the firm value of listed oil and gas firms in Nigeria. The specific objectives are to: examine the extent to which current asset turnover ratio affects the Tobin’s Q of listed oil and gas firms in Nigeria; determine the extent to which fixed asset turnover ratio affects the Tobin’s Q of listed oil and gas firms in Nigeria, and ascertain the extent to which total asset turnover ratio affects the Tobin’s Q of listed oil and gas firms in Nigeria. Research questions and hypotheses were formulated in line with the objectives of the study. Ex-Post Facto research design was adopted. The sample of the study consists of nine listed Oil and Gas firms on the Nigerian Exchange Group (NGX). Data were extracted from the companies of the study annual reports and accounts from 2014 to 2023. Analysis was carried out with regression analysis. The study revealed that Current Asset Turnover Ratio has a positive but non-significant effect on Tobin\u27s Q of listed oil and gas firms in Nigeria (Beta: 0.091155, p = 0.5286); Fixed Asset Turnover Ratio has a positive but non-significant effect on Tobin\u27s Q of listed oil and gas firms in Nigeria (Beta: 0.000762, p = 0.8140), and that Total Asset Turnover Ratio has a negative but non-significant effect on Tobin\u27s Q of listed oil and gas firms in Nigeria (Beta: -0.222383, p = 0.3378). The study recommended among others that management teams of listed oil and gas firms enhance their current asset management practices to improve efficiency by adopting more sophisticated inventory management systems and optimizing working capital, thereby driving higher revenue generation from current assets..