Nnamdi Azikiwe University Journals
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SUSTAINABLE DIGITAL INCLUSION THROUGH AI-BASED LEARNING SYSTEMS IN EDUCATION: A SOUTHEAST NIGERIA PERSPECTIVE
No full textThis study examines the potential and challenges of implementing AI-driven learning platform systems in Nigeria’s education sector to promote sustainable digital inclusion. Despite Nigeria’s rapidly growing population and the urgent need for scalable educational solutions, the sector continues to grapple with significant disparities in access, quality, and infrastructure. Artificial intelligence (AI) offers promising avenues for personalized learning, automated assessments, and expanding educational reach to underserved communities, thereby aligning with Nigeria’s national development goals and global sustainable development targets. This research explores the landscape of AI adoption in Nigerian education, highlighting successful pilot initiatives, infrastructural limitations, policy gaps, and socio-cultural considerations that influence implementation. Through a correlattonal approach, including surveys, the study assesses the effectiveness of AI-based platforms in improving learning outcomes and promoting inclusivity. The study adopted a correlational design. The population was 634 lecturers from six colleges and faculties of education in the studied universities. The sample size was 317 lecturers which represented 50% of the population. This consisted of 80 lecturers’ from Michael Okpra University of Agriculture, Umudike (MOUAU), 75 lecturers from University of Nigeria, Nsukka (UNN), 53 lecturers’ from Alex Ekwueme Federal University Ndufo Alike Ikwo (AE-FUNAI), 28 lecturers from Abia State University, Uturu (ABSU), 48 lecturers from Imo State University, Owerri (IMSU) and 33 lecturers from Ebonyi State University Abakaliki (EBSU). The sample was arrived at using four-staged sampling technique. Data for the study was collected using researchers’ selfdeveloped questionnaires The instruments were validated by two experts from the Department of Educational Management and one expert from the Department of Science Education specialized in Measurement and Evaluation, all from MOUAU. The reliability of the instruments was determined using Cronbach Alpha Method which yielded an alpha of.70 and .80 respectively which were considered reliable. Data were analyzed using Pearson Product Moment Correlation Coefficient (PPMCC) to answer the research questions while linear regression analysis was used to test the null hypotheses at .05 level of significance. It identifies critical barriers such as inadequate internet connectivity, limited technical capacity, data privacy concerns, and linguistic diversity, which impede widespread adoption. The study also underscores opportunities for sustainable integration of AI through targeted policy formulation, capacity building, infrastructural investments, and public-private partnerships. The findings aim to inform policymakers, educators, and technology developers on strategies to leverage AI for equitable access to quality education, fostering lifelong learning and socio-economic development. Ultimately, this research contributes to bridging the digital divide in Nigeria’s education system and advancing the nation’s vision of inclusive and sustainable development. 
The role of antioxidant enzymes and micronutrients in mitigating HIV-associated oxidative stress in Sub-Saharan African populations
No full textHIV/AIDS poses a major public health burden in sub-Saharan Africa, a region disproportionately affected by both chronic infections and malnutrition. While antiretroviral therapy (ART) has markedly improved survival and viral suppression, emerging evidence highlights the persistent role of oxidative stress in immune dysfunction, disease progression, and comorbidity development in people living with HIV. This review examines the mechanisms of HIV-associated oxidative stress and evaluates the role of antioxidant enzymes and micronutrients in its modulation. It further explores the prevalence and causes of regional micronutrient deficiencies in sub-Saharan Africa and synthesizes findings from intervention studies to guide evidence-based nutrition and policy strategies in HIV care. The review reveals that HIV and ART disrupt antioxidant systems while also depleting essential micronutrients due to poor dietary diversity, soil nutrient depletion, and socioeconomic constraints. Evidence from multiple clinical trials in sub-Saharan Africa and beyond demonstrates that targeted micronutrient supplementation can enhance antioxidant capacity, improve CD4+ counts, reduce opportunistic infections, and support ART efficacy, particularly in nutrient-deficient individuals. Mitigating HIV-associated oxidative stress through antioxidant and micronutrient support offers a critical but underutilized strategy in HIV care. Integrating nutritional screening, targeted supplementation, and food fortification into HIV management frameworks could substantially improve immune recovery and long-term well-being among people living with HIV
Enquiry of Hospital Emergency Practices on Patients with Hearing and Speech Impairment: Implications and Solutions
No full textThe study titled "Critical Enquiry of Hospital Emergency Practices on Patients with Hearing and Speech Impairment: Implications and Solutions" explores the challenges faced by individuals with hearing and speech impairments in emergency healthcare settings. These individuals often encounter significant communication barriers, leading to potential misdiagnosis, delays in treatment, and emotional distress. This research aims to critically examine current hospital emergency practices, identify the shortcomings in providing adequate care to these patients, and propose practical solutions to improve their healthcare experience. Using experience, the study gathers data through interviews, one-on one discussion, on the sport scenarios and observations involving patients, healthcare professionals, and emergency room staff. From the observations made there seems to be lack of standardized communication protocols, insufficient training of healthcare providers, and inadequate accessibility measures. The study also highlights the emotional and psychological impact of these communication barriers on patients with hearing and speech impairments. The discussion section analyses these findings, linking them to broader ethical and legal implications, and suggests that comprehensive training programs, the use of assistive technologies, and the inclusion of sign language interpreters are crucial steps toward improving emergency care. Policy recommendations are provided to enhance the inclusivity of emergency practices, ensuring that the rights and needs of patients with hearing and speech impairments are adequately addressed
RELATIONSHIP BETWEEN PARENTING STYLES AND STUDENT’S MENTAL HEALTH OUTCOMES AMONG SECONDARY SCHOOL STUDENTS IN UYO METROPOLIS OF AKWA-IBOM STATE, NIGERIA.
No full textThis study examined the Relationship between Parenting Styles and Student’s Mental Health Outcomes among Secondary School Students in Uyo Metropolis of Akwa-Ibom State, Nigeria. The study employed correlational design. The population was two thousand one hundred and fourteen (2114) SS1 students within Uyo metropolis, the sample for the study consisted of 241 students. Two main instruments title Parenting Styles Questionnaire (PSQ) and Student’s Mental Health Outcome Questionnaire (SMHOQ) used for data collection. Data were analyzed using inferential statistics. The inferential statistics of Pearson Product Moment Correlation (r) was used to test all the three hypotheses at 0.05 alpha level of significance. Findings revealed that a significant positive relationship existed between authoritative parenting style and students’ mental health outcomes (r = 0.505, p = 0.037). While inverse significant relationship exists between authoritarian parenting style and students’ mental health outcomes. (r = -0.736, p = 0.044). Also, significant positive relationship exists between democratic parenting style and students’ mental health outcomes. (r = 0.882, p = 0.022). Based on the findings, it was recommended that Educational Psychologist should organize educational programs for parents focus on encouraging authoritative practices that balance structure with support, enhancing students\u27 emotional and psychological well-being. 
EFFECTIVENESS OF COMPUTER-BASED EXAMINATION IN AMBROSE ALLI UNIVERSITY, EKPOMA, EDO STATE
No full textThe study examined the effectiveness of computer-based examination in Ambrose Alli University, Ekpoma, Edo State. The study was guided by four research questions. The study employed the descriptive research design of the expo-facto types. The population of the study was made up of all the forty-one thousand, three hundred and ninety-four (41,394) undergraduate students who have registered for 2021/2022 academic session in all the fourteen Faculties in Ambrose Alli University, Ekpoma, Edo State. The 41,394 students presented in the population covers all the students from 200-400 levels which have participated in computer-based examinations in Ambrose Alli University, Ekpoma, Edo state. The simple random technique was used in selecting 7 Faculties in Ambrose Alli University, Ekpoma, Edo State. In this regards, 70 students were randomly selected from each of the 7 sampled faculties. This gave a total sample size of four hundred and ninety (490) students sampled for the study. A questionnaire titled “Effectiveness of Computer-based Examination Questionnaire” (ECBEQ) was used in the study. The data obtained was analyzed using percentages, Mean (X) and Standard Deviation (SD). The study revealed that computer-based examination was not effective in managing impersonation among students, computer-based examination was not effective in managing examination malpractice among students and Computer-based examination was effective in managing the accuracy in students grading. Based on the findings, the study recommended among others that the management of Ambrose Ali University should deploy more technological equipments such as thumb printing identification devices to help curb the problem of impersonation during computer-based examination
TEACHERS EMPATHY SKILL AS CORRELATE OF STUDENTS ACADMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.
No full textThe study determined the correlation between teachers’ empathy skills and students’ academic achievement in public secondary schools in Anambra State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The correlational research design was adopted for the study. The population of the study comprised 21,272 senior secondary school students in SS2 in 267 public secondary schools in Anambra State. The population comprised of 9550 male students and 11,722 female students in 267 public secondary schools in Anambra State. The instrument for data collection was a structured questionnaire and Students’ Academic Achievement Scores (SAAS). The questionnaire was subjected to face validation. A coefficient value of 0.86 was obtained. The application of Cronbach Alpha reliability method yielded co-efficient values of 0.83 and 0.87 for cluster 1 and 2 respectively with an overall reliability coefficient of 0.85. Pearson Product Moment Correlation statistic was used for data analysis. The finding of the study revealed that teachers’ cognitive skill and teachers’ affective empathy skill have high positive relationship with students’ academic achievement in public secondary schools in Anambra State. Findings further revealed that teachers’ cognitive skill and teachers’ affective empathy skill have significant relationship with students’ academic achievement in public secondary schools in Anambra State. Based on these findings, the researchers conclude that teachers’ empathy skill has significant relationship with students’ academic achievement in public secondary schools in Anambra State. The researchers recommended that principals of public secondary schools should provide teachers with continuous professional development opportunities that focus on enhancing their cognitive empathy skills
ANALYSIS OF ACADEMIC PERFORMANCE OF SCIENCE- RELATED GRADUATES ADMITTED THROUGH UTME AND UTME/POST- UTME IN NNAMDI AZIKIWE UNIVERSITY, AWKA
No full textThe main focus of this study is to examine the entry mode that has yielded better academic performance of graduates, an analysis on academic performance of Science-related graduates admitted through UTME only and those admitted through UTME/post-UTME in Nnamdi Azikiwe University, Awka became of great essence. It was an ex-post facto research type. The study was guided by three research questions and three null hypotheses. The study covered eight academic sessions, four years before the introduction of Post-UTME from 2001 – 2005 and four years after the introduction of Post-UTME from 2005 – 2009. The population of the study was 35,308. The sample was 1928 drawn from the department following the admission and registration lists of those who were admitted through UTME only and those admitted through UTME/Post-UTME respectively. Two instruments were used for data collection, which included Admission list and student’s academic records. Mean statistics was used to analyze the research question while the null hypothesis was tested using z-test at 0.05 level of significance. The finding revealed the following; the academic performance of science-related graduates admitted through UTME/post-UTME from 2005-2009 was higher than that of their counterpart admitted through UTME only from 2001-2005. Based on the findings the study recommended among others that; Federal government and National university commission (NUC) should mandate every Nigerian universities to conduct post-UTME screening exercise for its obvious reason of producing graduates with better academic performance. Also post –UTME should be reinstated as a functional screening exercise for admission into Nigerian universities. 
CHRISTIANITY IN NIGERIA: THE DOUBLE-EDGED SWORD OF DENOMINATIONAL PROLIFERATION
No full textThe proliferation of Christian denominations in Nigeria presents a complex dynamic that is both a blessing and a challenge. On one hand, denominational diversity fosters the expansion of Christianity, allowing the faith to adapt to Nigeria’s vast cultural and ethnic diversity. This has led to the widespread establishment of churches across rural and urban areas, providing spiritual nourishment and promoting societal values. Denominations offer unique theological interpretations, styles of worship, and social initiatives, meeting the diverse needs of Nigeria’s population and ensuring the faith remains vibrant and relevant. On the other hand, this rapid multiplication of denominations often creates significant challenges. Competition among churches can lead to divisions, rivalry, and the dilution of core Christian values. The pursuit of membership growth sometimes prioritizes sensationalism and prosperity teachings over genuine discipleship and spiritual maturity. Furthermore, denominational conflicts occasionally contribute to societal tensions, undermining the unity that Christianity seeks to promote. This double-edged sword of denominational proliferation in Nigeria necessitates careful navigation. Christian leaders are called to prioritize unity in diversity, emphasizing shared faith in Christ while respecting doctrinal differences. By fostering collaboration among denominations and addressing the challenges posed by competition and conflict, the Nigerian church can harness the benefits of its diversity to advance spiritual growth, societal transformation, and the holistic development of the nation. 
Exploring The Experiences of Students with Truancy Behaviour During a Peer Mentorship Program: A Qualitative Analysis
No full textThis study explores the experiences of students with truancy behaviour participating in a peer mentorship programme designed to reduce truancy and enhance school engagement in secondary schools in Awka North Local Government Area, Nigeria. Using a qualitative phenomenological approach, the researcher collected data from focus group discussions with 12 mentees and 5 mentors who participated in a sixweek quasi-experimental intervention. The study employed purposive sampling method to select the participants. Interview questions were generated for the study to use as data. The interviews were conducted with mentees to explore their personal perspectives on the peer mentorship programme, focusing on changes in attendance, engagement, and challenges encountered. The collected data were analyzed using thematic analysis, which revealed substantial improvements in school attendance, classroom participation, self-discipline, and self-confidence among mentees which showed success in the peer mentorship intervention programme. Despite challenges such as peer pressure, privacy concerns and adapting to increased school work that were experienced during the course of the mentorship, participants reported overwhelmingly positive experiences. The findings illustrate the potential of peer mentorship as an effective intervention for addressing truancy and fostering holistic student development. This study emphasizes the importance of mentor training, privacy protocols, and inclusive school cultures in optimizing programme outcomes. The insights contribute to the growing body of evidence on the role of peer mentorship in secondary education. 
SBA ASSESSMENT TOOLS AND PRACTICES OF ECONOMICS TEACHERS: TEACHERS AND STUDENTS PERCEPTION
No full textThe study examined school-based assessment tools and practices of Economics teachers in secondary schools in Anambra state. The population of the study comprised all the 258 SS 2 Economics teachers in government-owned secondary schools in Anambra state, as well as all SS 2 students offering Economics in government-owned secondary schools in the 2017/2018 academic session. The research design was descriptive survey. Simple random sampling technique and proportionate stratified random sampling technique were applied to sample 1,073 students. Three instruments namely, Teachers Usage of Assessment Tool Checklist and Questionnaire (TUATCQ), Teacher’s Engagement on SchoolBased Assessment Practices Questionnaire (TESAPQ) and Students’ Perception of Teachers Engagement on School-Based Assessment Practice Questionnaire (SPTESAPQ) were used in data collection. Percentages and mean responses of teachers and students were used to answer the research questions. The findings show that project, test, homework and classwork were the major school-based assessment tools used in secondary school Economics in Anambra State. Test was found to be frequently used weekly; homework and classwork were used once in two weeks while project was used once in a term. Also, the study showed that from student’s perception, there are some assessment practices not executed by the teachers. It was recommended among others that teachers should be given in-service training on those tools which were not properly used and encouraged to use them in assessing their students as well as providing regular feedbacks to the students.