Nnamdi Azikiwe University Journals
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APPLICATION OF PRINCIPALS’ LEADERSHIP CHARACTERISTICS IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN KOGI STATE
No full textThis study investigated the application of principals’ leadership characteristics in the administration of secondary schools in Kogi State. Two research questions and two hypotheses guided the study. The design adopted for this study was descriptive survey. The population comprised two hundred and twenty-two (222) public secondary schools in Kogi state having 222 principals. A sample size of 100 principals was drawn using simple random sampling technique representing 45% of the population. The instrument used for data collection was structured questionnaire titled ‘application of principals’ leadership characteristics questionnaire (APLCQ)’. The questionnaire was face-validated and the reliability was done using Cronbach Alpha Statistics, which yielded an index of 0.86. Mean and standard deviation were used to answer the research questions. The t-test statistics was used to test the null hypotheses. The findings revealed among others that, the leadership characteristics of principals needed in the administration of secondary schools in Kogi state include: good decision-making practices, clear vision, good leadership qualities, being an excellent listener, following proper time management practice, exercise tolerance for ambiguity, work cooperatively with staff, be a bridge builder, and possess the characteristics of leading by example. Based on the findings, it was recommended among others that, secondary school principals should possess and acquire good leadership attributes to sustain the administration of their schools for global competitiveness.  
Utilization of Adding Machine by Students’ of Secondary School: The Impact on their Critical Thinking Skills According to their Teachers Perception
No full textThis study examines secondary school teachers\u27 perceptions of how the use of adding machines influences students\u27 critical thinking skills. The integration of technology, specifically adding machines, in educational settings has become increasingly common, with potential implications for students’ cognitive development. The study focuses on how teachers\u27 qualifications, gender, and years of experience shape their views on the role of adding machines in enhancing critical thinking. A total of 100 science teachers from 24 public secondary schools in the Awka Education Zone of Anambra State participated in the study. Data were collected through a structured questionnaire, which was analyzed using descriptive and inferential statistics. The results reveal that teachers generally view adding machines as effective tools for improving problem-solving efficiency and fostering creativity. However, they express concern that over-reliance on calculators might impede the development of foundational cognitive skills, particularly in relation to problem-solving and deep understanding of mathematical concepts. Additionally, teachers with higher qualifications perceive adding machines as having a more significant impact on students’ critical thinking skills. These findings suggest the need for a balanced approach to integrating adding machines in classrooms, ensuring that students develop both technical proficiency and critical thinking abilities necessary for academic success. 
Financing University Education for Sustainability in Finland: Lesson for Nigeria
No full textUniversity Education is very crucial in the development of the society. In Finland, it is one of the best in the world due to government huge investment on the project. Official government statistics indicated that the country has 100% literacy rate, whereas Nigeria has 59.57%. Based on the assertion, the study unpacks funds injected into the system by Finnish’s government. Two research questions were developed to guide to study. Furthermore, mixed methods research approach was deployed in the study. In line with mixed method adopted in the study, the researcher would obtain funds spent between 2015 and 2025 from the Ministry of Education and Culture. Similarly, ten officials were purposively selected for structure interview. The table indicating how fund was budgeted and expended from the period under investigation and thematic analysis were used. Findings indicated that Finnish government invested a lot of funds on university education. Additionally, it was established that the huge financial investment in university education has resulted in economic, scientific and technological sustainability in the country. It was recommended among others that Nigeria government should adopt Finnish approach in financing university education for economic, scientific and technological sustainability. 
Exploring Students’Achievement Goal Orientation, Self-Efficacy Beliefs, and Their Academic Achievement in English Language at The Secondary School Level
No full textAchievement goal orientation and self-efficacy beliefs are strong intrinsic motivational constructs that could influence students’ learning process. The study aimed to examine the intricate interplay and contributing effect of students’ achievement goal orientation and self-efficacy beliefs on their English Language achievement. The study adapted a predictive correlational research design. The sample size is made up of 660 secondary school students in Anambra State. Our findings showed that self-efficacy beliefs, mastery-approach, performanceapproach, and performance-avoidance uniquely predicted students’ academic achievement. Also, the clusters of achievement goal orientation and self-efficacy beliefs jointly predicted students’ academic achievement. Based on the contributions of achievement goal orientation and self-efficacy beliefs in predicting students’ academic achievement, teachers should encourage students to develop a high level of intrinsic motivational beliefs to record achievement success. 
Effect of Technology-Based Visual-Kinesthetic Learning Strategy on Reading Comprehension and Fluency among Primary III Pupils of Kaduna North Local Government Area, Kaduna State
No full textThis study investigated the effect of technology-based multisensory instruction through the visual-kinesthetic learning strategy on enhancing reading comprehension and fluency among Primary III pupils in Kaduna North Local Government Area. The study\u27s objectives included examining the effects of modeling fluency, interactive reading practice, and assessment-feedback with digital tools. A quasi-experimental design was employed. The study population consisted of 5,625 Primary III pupils and selected 133 pupils for the sake of study. The experimental group comprised of 61 pupils while, the control group consisted of 55 pupils. The study employed the Technology-Enhanced Reading Comprehension and Fluency Assessment (TERCFA). Descriptive statistics (mean, standard deviation) were used to answer the research questions. To test the hypotheses, an independent sample t-test was used to compare the posttest scores between the experimental and control groups. Results revealed that the experimental group, which received the intervention using digital tools and visual-kinesthetic strategies, demonstrated significant improvements in reading fluency and comprehension compared to the control group. These findings align with previous research emphasizing the positive impact of digital resources and multisensory learning approaches on reading development. The study recommends integrating technology in classrooms, providing teacher training, and using feedback mechanisms to enhance student engagement and learning outcomes. Future research should explore the long-term effects of these strategies on reading fluency beyond Primary III. 
Assessment in Inclusive Education and its Role in Promoting Fairness: A Guide to General and Special Education Teachers
No full textInclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities, disabilities, or diverse learning needs. A crucial component of this educational approach is assessment, which serves as a tool for measuring student progress, guiding instruction, and ensuring fairness in learning outcomes. This paper explores the role of assessment in inclusive education, focusing on how it can promote fairness for both general and special education students. It discusses the principles of inclusive assessment, emphasizing the need for differentiated assessment strategies that cater to diverse learners. The study highlights various types of assessments, including formative, summative, and alternative assessments, and their effectiveness in inclusive classrooms. It also examines the role of accommodations and modifications in ensuring that assessments are accessible and fair for students with special needs. Challenges such as bias in assessment design, inadequate teacher training, and limited resources in inclusive settings are analyzed, along with their impact on fairness in student evaluation. Furthermore, the paper provides practical guidelines for general and special education teachers on implementing inclusive assessment practices. These include using universal design for learning (UDL) principles, incorporating multiple assessment formats, and fostering a supportive assessment culture that values individual progress over rigid grading systems. By adopting inclusive assessment approaches, educators can create a fair and supportive learning environment that enhances student confidence, engagement, and academic success. This guide serves as a resource for teachers, policymakers, and education stakeholders seeking to improve assessment practices in inclusive classrooms. It underscores the importance of fairness in student evaluation and advocates for assessment methods that recognize and accommodate the unique strengths and challenges of every learner. 
INFLUENCE OF CROSS-CULTURAL BELIEFS ON CHOICE OF MARRIAGE PARTNER AMONG GRADUATING STUDENTS OF ADEKUNLE AJASIN UNIVERSITY AKUNGBA-AKOKO, ONDO STATE, NIGERIA.
No full textThis study examined the influence of cross-cultural beliefs on the choice of marriage partner among graduating students of Adekunle Ajasin University, Akungba-Akoko, Ondo State. In the context of Nigeria\u27s extensive cultural diversity, the research seeks to understand how cultural interactions shape students\u27 marital decisions, and how exposure to different cultures during university life impacts their choices. The study is significant as it provides insights for university management, government, and stakeholders to better support students in navigating these complex decisions. A descriptive research design of the survey type was used and a sample of 100 students were randomly selected from the population, with data collected through a validated structured questionnaire titled Cross-Cultural Barriers to Choice of Marriage Partner Scale (CCBCMPS). The analysis involved descriptive statistics, including frequency counts, percentages, means, and standard deviations, as well as inferential statistics to test the research hypothesis. The findings reveal that cross-cultural beliefs significantly influence the choice of marriage partner, (x= 3.60 and a SD = 0.643). These beliefs also contribute to a negative mindset towards crosscultural marriages among students, highlighting the challenges of navigating cultural diversity in personal decisions. The study concludes that cross-cultural beliefs are a crucial factor in students\u27 marriage choices, often leading to resistance against cross-cultural unions despite exposure to diverse cultural perspectives. To address this, the study recommends the implementation of crosscultural sensitivity programs, engagement with families and communities, reorientation training, and strengthened counseling services. It also calls for further research on cross-cultural relationships and their impact on students, as well as initiatives to promote cultural diversity and support for cross-cultural marriages
EFFICACY OF COGNITIVE BEHAVIOR THERAPY AND GROUP THERAPY IN ALLEVIATING PRE-RETIREMENT ANXIETY OF PRIMARY SCHOOL TEACHERS IN OYO STATE
No full textThe study examined the effectiveness of Cognitive Behavior Therapy and Group Therapy in alleviating pre-retirement anxiety among primary school teachers in Oyo state. A pretest, post-test, control quasi-experimental design was utilised. The population consisted of 13,412 primary school teachers in Oyo State. Ninety (90) participants were selected using a multi-stage sampling procedure alongside simple random sampling. Three hypotheses were developed to direct the investigation at a significance level of 0.05. The data collection instruments included the Beck Anxiety Inventory (BAI), which was developed by Aaron T. Beck. The hypotheses were tested using Analysis of Co-variance (ANCOVA). Findings indicated a significant main effect of treatments (CBT and GT) on pre-retirement anxiety among primary school teachers in Oyo State. Additionally, there was no significant main effect of gender on pre-retirement anxiety among these teachers. This suggests that gender does not influence the pre-retirement anxiety experienced by primary school teachers. The findings indicate that both CBT and GT serve as effective interventions for alleviating pre-retirement anxiety among primary school teachers in Oyo State. It was suggested that the ministry of education and the School Universal Basic Education Board (SUBEB) incorporate CBT and GT into the current pre-retirement workshops for educators. Furthermore, it is essential to provide guidance to educators regarding retirement, encouraging them to perceive it as an opportunity for a new chapter in their lives instead of viewing it as the conclusion of their professional journey. 
ENGLISH LANGUAGE AS MECHANISM FOR INTERFAITH DIALOGUE AND COOPERATION AMONG RELIGIOUS ADHERENTS IN HIGHER INSTITUTIONS IN OGUN STATE
No full textThis study examines the role of the English language as a mechanism for interfaith dialogue and cooperation among religious adherents in higher institutions in Ogun State, Nigeria. In a multicultural and multi-religious society like Nigeria, fostering peaceful coexistence through effective communication is essential, especially within academic environments where students of diverse faiths converge. English, being the official language and the primary medium of instruction, provides a common platform for interreligious engagement. The study adopts a descriptive survey design, utilizing questionnaires and interviews to gather data from students of different religious backgrounds across selected higher institutions. Findings reveal that English facilitates mutual understanding, reduces religious tensions, and promotes peaceful cohabitation among students. However, challenges such as limited language proficiency, lack of emotional connection, and semantic misunderstandings hinder its full effectiveness in interfaith communication. The study concludes that while English plays a pivotal role in promoting interfaith cooperation, it must be complemented with intercultural competence and peace-oriented language practices. Recommendations are made for educational institutions to integrate interfaith communication training into language education and to promote inclusive dialogue platforms on campuses.