Islamic University in Uganda (IUIU) Journals
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Household Socio-Economic Status, Alcoholism, Parental Involvement, and Parental Marital Status as Predictors of Academic Attainment in Public Secondary Schools in Ijebu-Ode, Ogun State, Nigeria
Full text linkThis study investigated the predictive influence of household socio-economic status, alcoholism, parental involvement in schooling, and parental marital status/household composition on academic attainment among students in public secondary schools in Ijebu-Ode, Ogun State. A quantitative research design employing a descriptive survey approach was adopted. The population comprised all senior secondary school students in selected public schools, from which a sample of 300 students was drawn using a multi-stage sampling technique. Data were collected using standardized instruments, including the Socio-Economic Status Scale (Olayinka & Omoegun, 2017), Alcohol Use Disorders Identification Test (AUDIT; Saunders et al., 1993), and Parental Involvement Scale (Hoover-Dempsey & Sandler, 2005), while academic attainment was measured using students’ cumulative school records. Data were analysed using Pearson’s Product Moment Correlation and Multiple Regression Analysis at the 0.05 level of significance. The results revealed that household socio-economic status (r = .47, p < .01), parental involvement (r = .56, p < .01), and parental marital status/household composition (r = .35, p < .01) were positively related to academic attainment. Collectively, these variables jointly predicted 50% of the variance in students’ academic performance (R = .71, R² = .50, F(3,296) = 37.94, p < .05). Relative contribution analysis showed that parental involvement was the strongest predictor (β = .45), followed by household socio-economic status (β = .32), and parental marital status/household composition (β = .18). The findings highlight that students’ academic success is shaped by family economic resources, parental engagement, and household stability. The study recommends strategies to enhance parental involvement, support socio-economically disadvantaged families, and promote stable family environments to improve academic outcomes
The Role of Perceived Family Support, Teacher/School Support, and Access to School Counselling/Resources on Academic Resilience among Secondary School Students in by Abeokuta, Ogun State
Full text linkAcademic resilience, defined as the ability of students to overcome challenges and persist in the face of academic stressors, is influenced by multiple sources of social support. This study examined how perceived family support, teacher/school support, and access to school counselling and resources contribute to academic resilience among secondary school students in Abeokuta, Ogun State, Nigeria. A quantitative survey research design was employed, and a multistage sampling technique was used to select 360 students from three local government areas (Abeokuta North, Abeokuta South, and Odeda) and twelve secondary schools. Standardised instruments, including the Academic Resilience Scale (ARS-30), the Multidimensional Scale of Perceived Social Support (MSPSS), and a structured counselling/resources checklist, were administered to measure the variables. Data were analysed using descriptive statistics, Pearson correlations, and multiple regression analysis. Findings revealed that perceived family support, teacher/school support, and access to school counselling/resources each positively predicted academic resilience, with family support emerging as the strongest individual predictor. Collectively, these factors accounted for a substantial proportion of the variance in students’ academic resilience, indicating the complementary effects of home, school, and institutional support. The study concludes that enhancing students’ resilience requires integrated interventions that strengthen family engagement, supportive teacher-student relationships, and accessible school counselling services. Recommendations include targeted family-school collaboration programmes, teacher mentorship initiatives, and expanded counselling resources to foster adaptive coping and persistence in academic settings
Influence of Socio-Economic Status, Study Habits/Time Management, and Mental Health on Academic Performance of Students in the Polytechnic, Ibadan, Oyo State
Full text linkAcademic performance is a key indicator of students’ educational success and future opportunities. Low achievement among tertiary students in Nigeria has been linked to multiple factors, including socio-economic status, study habits, and mental health. However, limited research has examined how these factors jointly influence academic outcomes in institutions such as The Polytechnic, Ibadan. This study investigated the determinants of low academic performance, focusing on socio-economic status, study habits/time management, and mental health status. A descriptive correlational design was adopted. The population comprised low-achieving students identified through self-reported academic performance. A sample of 120 students was selected using simple random sampling. Standardised instruments assessed socio-economic status, study habits/time management, and mental health, while academic performance was measured using students’ grade point averages. Data were analysed using Pearson correlation and multiple regression to determine individual, relative, and joint contributions of the independent variables, with significance set at 0.05. Findings indicated positive correlations between study habits/time management and academic performance, as well as socio-economic status and performance, while mental health status was negatively correlated with performance. Regression analysis showed that study habits/time management contributed most strongly to performance, followed by socio-economic status, with mental health exerting a negative influence. Collectively, the three factors jointly predicted approximately 41% of the variance in academic performance, indicating a strong overall effect of these predictors. Academic performance is shaped by behavioural, environmental, and psychological factors. Interventions should enhance study skills and time management, provide financial support to disadvantaged students, and integrate mental health services, including counselling and stress management. A holistic approach targeting these domains is likely to improve outcomes and reduce low-achievement rates among students
Peer Pressure, Idleness, and Academic Disinterest as Correlates of Smartphone Addiction among College of Education Students in Iwo, Osun State
Full text linkThis study investigated peer pressure, idleness, and academic disinterest as correlates of smartphone addiction among 207 College of Education students in Iwo, Osun State. A descriptive correlational design was adopted, using standardised scales: the Peer Pressure Scale, the Idleness Behaviour Index, the Academic Disinterest Inventory, and the Smartphone Addiction Scale. Data were analysed using Pearson Product-Moment Correlation and Multiple Regression. Results revealed significant positive relationships among the three independent variables and smartphone addiction, with peer pressure (r = .56, p < .01), idleness (r = .49, p < .01), and academic disinterest (r = .45, p < .01). The predictors jointly accounted for 49% of the variance in smartphone addiction (R = .70, R² = .49, F(3,203) = 56.73, p < .05), demonstrating substantial combined influence. In terms of relative contributions, peer pressure (β = .42) was the strongest predictor, followed by idleness (β = .31) and academic disinterest (β = .25). The findings imply that social conformity, behavioural inactivity, and low academic motivation jointly promote smartphone dependency. The study concludes that smartphone addiction among college students is a multifaceted issue requiring integrated interventions that address social influence, purposeful engagement, and academic motivation. It recommends collaborative efforts among counsellors, lecturers, and policymakers to promote responsible smartphone use through behavioural counselling, student engagement initiatives, and academic reorientation programmes
Peer Influence Factors and Academic Motivation among Adolescents in Public Secondary Schools in Osogbo, Osun State
Full text linkAcademic motivation is a key determinant of students’ learning outcomes, and peers play a critical role in shaping adolescents’ attitudes towards schooling. While positive peer influence can enhance motivation through support, academic norms, and constructive pressure, excessive engagement in non-academic social activities may hinder academic performance. Understanding the interplay between peer academic norms, peer support for schooling, peer academic pressure, and frequency of peer social activities is essential for improving educational interventions in public secondary schools. A descriptive survey design was employed to examine 262 secondary school students randomly selected from three Local Government Areas in Osogbo, Osun State. Standardized instruments, including the Peer Academic Influence Scale (Ryan & Deci, 2017) and Academic Motivation Scale (Vallerand et al., 1992), were used to measure independent and dependent variables. Data were analysed using Pearson correlation, multiple regression, and standardised beta coefficients to determine the relationships, joint, and relative contributions of peer influence variables to academic motivation. The findings revealed significant positive correlations between peer academic norms (r = 0.48, p < 0.01), peer support for schooling (r = 0.52, p < 0.01), and peer academic pressure (r = 0.35, p < 0.01) with academic motivation. Frequency of peer social activities showed a significant negative correlation (r = -0.22, p < 0.05). Multiple regression analysis indicated that the four peer variables jointly accounted for 47% of the variance in academic motivation (R² = 0.47, F(4, 257) = 56.3, p < 0.001). Relative contributions were strongest for peer support for schooling (β = 0.34) and peer academic norms (β = 0.29), followed by peer academic pressure (β = 0.18), while frequency of peer social activities contributed negatively (β = -0.15). Peer influence is a significant predictor of academic motivation among adolescents, with supportive and academically oriented peers enhancing motivation and unstructured social activities diminishing it. Schools should implement peer mentoring programmes, foster positive academic norms, and guide students in balancing social and academic engagements. Counsellors can facilitate interventions that leverage positive peer influence, mitigate negative peer pressure, and encourage constructive peer interactions. Future research could examine digital peer networks, longitudinal effects, and other moderating factors influencing academic motivation
Multiparty Politics in Uganda: Why Competition Has Not Translated into Engagement:
Full text linkThis study investigated the persistent paradox of high voter apathy within Uganda’s formal multiparty political system. Despite the institutional framework for partisan competition, electoral engagement remained critically low. Employing an explanatory sequential mixed-methods design, the research first collected quantitative data from a representative sample of 381 community respondents, drawn via cluster sampling from a registered voter population of 1,280,409. This was followed by qualitative interviews with 13 key informants, selected through census and purposive sampling, including District Registrars, Division Heads, political party officials, and Members of Parliament. The integrated analysis revealed that multiparty competition had not translated into meaningful public engagement due to four interconnected drivers: (1) profound institutional distrust, where electoral processes were perceived as predetermined; (2) a credibility deficit of key institutions, notably the Electoral Commission; (3) pervasive economic disenfranchisement, where citizens prioritized immediate livelihood concerns over electoral participation; and (4) the persistence of a dominant-party political culture that stifled genuine opposition and voter efficacy. The study concluded that apathy was not a passive condition but a rational response to structural and perceptual barriers within the political ecosystem. The mere existence of multiple parties proved insufficient to foster engagement when foundational issues of trust, equity, and electoral integrity were not addressed. Recommendations included substantive electoral and constitutional reforms to ensure genuine independence of electoral bodies, concerted civic education to rebuild a participatory political culture, and socio-economic interventions to reduce the opportunity costs of political participation for the electorate
Civilian Democratic Government And The Question Of Good Governance In Nigeria: Interrogating Historical Trajectories Of Military Coups
Full text linkDemocracy and good governance have increasingly become widely accepted ideals across the globe, and Nigeria is no exception. Since gaining independence in 1960, the country’s democratic journey has often been disrupted by repeated military takeovers. However, from 1999 onward, Nigeria has experienced an unprecedented period of uninterrupted civilian democratic governance. This development, while significant, has also sparked critical debates about the nature of democracy in the country, which many perceive as weak, poorly institutionalized, and lacking in fundamental principles. These shortcomings carry serious implications for Nigeria’s political stability, especially given that socio-economic crises and insecurity have historically served as justifications for military interventions. This paper investigated these issues using a historical research approach, drawing on secondary sources such as textbooks, journals, newspapers, and online materials. It concluded by emphasizing the urgent need to deepen democratic practice in Nigeria by strengthening institutions, ensuring free and fair elections, and promoting good governance as safeguards against future coups and as pathways to sustainable political stability
Non-state Actors and Humanitarian Service Delivery in North –East Nigeria: A Need for Recap
Full text linkOver a decade now, the Nigeria state have been bedeviling with several typologies of security challenges, which is more predominant in the North-eastern Nigeria. The nature of insecurity in North-eastern has been rapid and ramped ranging from Boko-haram, bandits, suicide bombing, cattle rustlers among other security challenges. The upsurge in this level of insecurity as made life unconducive and unbearable for many populace in most parts on North-eastern Nigeria. This menace has made majority of citizens to leave their ancestral home to find abode in refugee camps who are been technically referred to as internal displace persons (IDPs). The effects of this insurgency has resulted into social vices such as out of school children, economics hardship, health issues among other several consequences. The paper adopts both the qualitative and quantitative research method, which consist of primary and secondary data. The research population were made up of the personnel of Non-governmental organization, Internally Displaced Person (IDPs) across the Borno, Adamawa, and Yobe state respectively and other similar federal and state agencies in humanitarian response delivery. The sapling technique was purposive and sample size was calculated using the Taro Yamane formula and data analysis was presented in SPSS and thematic forms. The paper finds out that Humanitarian non-state actors (HNSAs) have played a pivotal role in delivering life-saving assistance. Other findings shows a strong positive perception of their contributions to food security, healthcare, education, and psycho-social support, particularly among IDPs. The paper therefore recommends that HNSAs should adopt area-based aid models that incorporate host communities into planning and delivery frameworks which will reduce grievances and reinforce social cohesion. At the same time, the establishment of community-based feedback mechanisms is essential for aid delivery programs in North-east Nigeria
Evaluating the Effectiveness of State Security Networks in Enhancing Community Safety: A Study of Selected Communities in Southwest Nigeria
Full text linkThis study evaluates the effectiveness of state security networks in several communities of Southwest Nigeria, aiming to understand their efficiency in addressing local security challenges. Given the rising apprehensions about crime, community violence, and threats from non-state actors, these security networks are crucial for maintaining peace and order. Employing a descriptive approach, data were gathered via interviews, focus group discussions, and questionnaires distributed to neighbourhood inhabitants, security officers, and local leaders. The findings reveal disparate performance across communities: some networks effectively foster collaboration with established institutions and engage residents in crime prevention efforts, while others are hindered by limited resources, insufficient training, and issues concerning trust and accountability. Community opinions highlight both successes in prompt response and persistent challenges related to corruption and operational inefficiency. The research underscores the necessity for augmented training, refined resource allocation, and heightened community involvement to maximise the effectiveness of state security networks. Consequently, the police and all relevant stakeholders in security should endeavour to enhance and reposition Amotekun, while also addressing its institutional deficiencies to bolster and improve its effectiveness in intelligence-led policing inside the communities.
 
Catastrophic Conflicts: “Analyzing the Historical, Social, and Economic Roots of Land Boundary Disputes in Eastern Uganda"
Full text linkLand boundary disputes in Eastern Uganda remain a persistent and complex problem shaped by a combination of historical, social, and economic forces. Colonial land policies introduced systems of ownership that conflicted with traditional communal tenure, leading to dispossession and inequality. Postcolonial reforms often reinforced these imbalances, with political elites benefiting disproportionately. Social factors such as ethnic diversity, cultural conceptions of land, and demographic pressures compound tensions, while economic drivers like agricultural commercialization, resource competition, and wealth disparities exacerbate disputes. Climate change further intensifies scarcity, fueling conflict among pastoral and farming communities. Case studies from Bukedea, Kumi, and Ngora illustrate how these dynamics play out in real settings. Local governance structures and gender considerations influence dispute resolution, but challenges of corruption, limited capacity, and customary-law conflicts remain. This study synthesizes historical, social, and economic dimensions to propose inclusive, transparent, and technology-enabled approaches to conflict resolution