5 research outputs found
Thirty-five years (1986–2021) of HIV/AIDS in Nigeria: bibliometric and scoping analysis
No full textBackground
Acquired immunodeficiency syndrome (AIDS) is an acquired defect of the cellular immunity associated with the infection by the human immunodeficiency virus (HIV). The disease has reached pandemic proportion and has been considered a public health concern. This study is aimed at analyzing the trend of HIV/AIDS research in Nigeria.
Method
We used the PUBMED database to a conduct bibliometric analysis of HIV/AIDS-related research in Nigeria from 1986 to 2021 employing “HIV”, “AIDS”, “acquired immunodeficiency syndrome”, “Human immunodeficiency virus”, and “Nigeria” as search description. The most common bibliometric indicators were applied for the selected publications.
Result
The number of scientific research articles retrieved for HIV/AIDS-related research in Nigeria was 2796. Original research was the predominant article type. Articles authored by 4 authors consisted majority of the papers. The University of Ibadan was found to be the most productive institution. Institutions in the United States dominated external production with the University of Maryland at the top. The most utilized journal was PLoS ONE. While Iliyasu Z. was the most productive principal author, Crowel TA. was the overall most productive author with the highest collaborative strength. The keyword analysis using overlay visualization showed a gradual shift from disease characteristics to diagnosis, treatment and prevention. Trend in HIV/AIDS research in Nigeria is increasing yet evolving. Four articles were retracted while two had an expression of concern.
Conclusion
The growth of scientific literature in HIV/AIDS-related research in Nigeria was found to be high and increasing. However, the hotspot analysis still shows more unexplored grey areas in future.Depto. de Optometría y VisiónFac. de Óptica y OptometríaTRUEpu
Effect of School Based Cognitive behavioral Therapy on Multidimensional Level of Anxiety among Adolescents with Intellectual Disability: A Randomized Controlled Trial
No full textIntroduction: Anxiety is a common issue faced by adolescents with mild intellectual disabilities, but there's still limited research on interventions designed specifically for them. While Cognitive Behavioral Therapy (CBT) has proven effective for managing anxiety in the general population, we need to understand better how well it works for young people with intellectual disabilities.
Purpose/Objectives: This study set out to explore how effective school-based CBT is at reducing different types of anxiety in adolescents with mild intellectual disabilities. It also looked at whether gender and age play a role in how well the therapy works.
Methodology: We carried out a pretest-posttest randomized controlled trialstudy with 150 adolescents randomly placed into either a CBT treatment group or a control group. The anxiety measurement tool was carefully adapted to fit the cultural context and tested to ensure it was reliable. We analyzed the results using Multivariate Analysis of Covariance (MANCOVA), while accounting for anxiety levels before treatment.
Results: The findings showed that CBT significantly eased symptoms across five types of anxiety: separation anxiety, social phobia, generalized anxiety, panic anxiety, and obsessive-compulsive disorder. The therapy worked equally well for both boys and girls. Most age groups responded similarly, but there was a notable difference in how separation anxiety improved, suggesting that a young person's developmental stage may affect their response to CBT.
Conclusion/Implications: These results reinforce that cognitive-behavioral therapy can be effective for adolescents with mild intellectual disabilities. They also highlight the importance of adjusting therapy to fit different developmental stages. Overall, the study encourages incorporating CBT into school mental health programs with tailored support to best meet the needs of this vulnerable group, ensuring that treatment is both practical and fair for all
Self-Correction vs. Lecturer-Correction: Effects on Research Achievement and Alcohol Use in Intellectual Disabled Undergraduates in Federal Universities of Southern Nigeria
No full textAim: Within Nigerian universities, students with intellectual disabilities remain under-supported in terms of personalized instructional strategies that target both academic improvement and psychosocial well-being. The purpose of the study was to compare self-correction vs Lecturer-correction: Effects on research achievement and Alcohol use in Intellectual Disabled undergraduates in Federal Universities of Southern Nigeria. Method: This study adopted a quasi-experimental research design. The area of the study is Southern Nigeria. The population consists of all 3,092 students with intellectual disabilities enrolled in two selected federal universities in Southern Nigeria, specifically in Cross River and Akwa Ibom States. The sample size for this study was 120 final-year students with intellectual disabilities who depend on alcohol to cope with stress and improve self-esteem using a multi-stage sampling technique. Three instruments were used for data collection. They were the Research Achievement Test (RAT), the Interest Inventory Test (IIT), and the Alcohol Use Screening Tool (modified AUDIT). The screening criteria for alcohol dependence are that students must be 18 years and older, students must have a history of substance use, mental health conditions (depression, anxiety), and a history of use of medications contraindicated with alcohol. The study was validated by Psychology, Measurement, and Evaluation experts at the University of Calabar. The data collected were analyzed for internal consistency using the Cronbach Alpha method, which yielded a reliability index of 0.83. The test scores for the study were generated from pre-tests and post-tests using the Research Methods Achievement Test and Research Method Interest Inventory Test.
Mean and standard deviation were used to answer the research questions. The pretest-posttest mean gains of each strategy of the two strategies were computed. Also, the null hypotheses formulated for the study were tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA).
Results: The findings revealed that student correction strategies are more effective than lecturer correction strategies in enhancing the research method achievement of students with intellectual disabilities. The self-correction strategy significantly improves student interest in research methods more than the lecturer-led correction approach. There is a significant difference in achievement between male and female students, regardless of the correction strategy used. No statistically significant difference in interest scores between male and female students taught research methods using either lecturer-correction or self-correction strategies. Male and female students differed in their alcohol use outcomes following instruction using either the self-correction or lecturers’ correction strategies.
Conclusion: Based on the result of the study, it was concluded that student correction strategies are more effective than lecturer correction strategies in enhancing the research method achievement of students with intellectual disabilities. The self-correction strategy significantly improves student interest in research methods more than the lecturer-led correction approach. There is a significant difference in achievement between male and female students, regardless of the correction strategy used. No statistically significant difference in interest scores between male and female students taught research methods using either lecturer-correction or self-correction strategies. Male and female students differed in their alcohol use outcomes following instruction using either the self-correction or lecturers’ correction strategies.
Recommendation: Given the superior effectiveness of student correction strategies over lecturer-led corrections in enhancing students’ achievement in research methods, it is recommended that educators integrate structured self-correction approaches into their teaching. This can be achieved through guided reflection exercises, peer review tasks, and the use of checklists or correction templates that promote independent learning and metacognitive development
Internet and diasporic communication: Dispersed Nigerians and the mediation of distance, longing and belonging
No full textThis research investigates Internet uses and the potentials for transnational connections, for the development of a sense of nationalism, and for the construction of identity. Its focal point is on the case of the Nigerian diaspora. Though focussing mainly on the Internet, the role of other media are also highlighted in order to understand the
complexities of long distance communication and the meanings of mediated connection within the broader context of international communications. The work analyses migrant
uses and appropriations of media and communication technologies that enable a triangular framework of possibilities (i.) for longing and belonging, (ii.) for connecting migrants with Nigeria and (iii.) for shaping diasporic connections among the migrants in transnational and national contexts. The project employs qualitative and quantitative research methods, which include interviews, participant observation and survey, in an attempt to locate the practices and the meanings of Internet connections and online media activities
