International Journal of Contemporary Africa Research Network

Experimental Comparison of Teaching Methodologies for Regenerative Braking Systems Across Varying Student Expertise Levels in Universities in Bayelsa State, Nigeria

Emeli Eniekenemi — Wed, 02 Apr 2025 00:00:00 -0700

This study evaluates the effectiveness of various teaching methodologies for regenerative braking systems across different student expertise levels in universities in Bayelsa State, Nigeria. The research employs a mixed-methods approach, combining quantitative assessments with qualitative feedback to compare traditional lecture-based instruction, problem-based learning, simulation-based training, and hands-on laboratory experiences. Data was collected from 127 undergraduate and 43 postgraduate engineering students across three universities in Bayelsa State. Results indicate that while simulation-based approaches yielded the highest overall comprehension gains (27.3% improvement), the optimal teaching methodology varied significantly based on student expertise level. Novice students benefited most from structured simulation activities combined with guided instruction, while advanced students showed greater improvement through project-based approaches that emphasized system integration and real-world applications. This research provides valuable insights for engineering educators in Nigerian universities seeking to optimize instruction for regenerative braking systems and similar sustainable transportation technologies, particularly in resource-constrained environments.

Innovative learning strategies for Social Studies in the era of AI

Sat, 05 Jul 2025 00:00:00 -0700

The rapid advancement of artificial intelligence (AI) presents transformative opportunities for education, particularly in Social Studies, where traditional methods often struggle to engage students and foster deep understanding. This study investigates the effects of two AI-driven learning strategies—virtual assistant chatbots and AI-powered web-based platforms—on student outcomes in Social Studies education. Conducted in Colleges of Education across South-South Nigeria, the research employed a quasi-experimental pretest-posttest control group design with 457 students. Participants were assigned to either virtual assistant, web-based platform, or traditional instruction groups, with learning outcomes measured using a validated 40-item Social Studies Achievement Test (SSAT). Results demonstrated significant improvements in the experimental groups. The virtual assistant group achieved a mean gain of +26.27 points (vs. +11.29 in the control group), while the web-based platform group showed a +29.27-point gain (vs. +11.27). ANCOVA analyses indicated that AI tools accounted for substantial variance in posttest scores. These findings advocate for AI as a catalyst for equitable, student-centered learning in humanities education. Among other recommendations include blended learning integration, institutional investment in AI infrastructure, policy frameworks for ethical implementation, and culturally responsive EdTech development.

Assessment of Lecturers’ Acceptance and Adoption of Artificial Intelligence Technology for educational Testing in Tertiary Institutions in Akwa Ibom State, Nigeria

Roseline E. D. Ekim, Joy D. Eduwem, Emaeyak E. Ekong — Sat, 28 Jun 2025 00:00:00 -0700

This study assessed lecturers’ acceptance and adoption of Artificial Intelligence technology in educational testing for educational testing in Akwa Ibom State owned tertiary institutions, Nigeria. The study was guided by two research questions and one hypothesis. The study adopted descriptive research of the cross-sectional survey type. The population of the study consisted of lecturers in state owned tertiary institutions in the State with a total of 1,794. A purposive sampling technique was used to select only the state-owned tertiary institutions in the area; one university, one polytechnic, and one college of education. The sample size of the respondent was 314 lecturers. A researcher’s designed questionnaire titled, LAAAITET was used as the instrument for data collection. This instrument was validated by experts for face and content validity. Using SPSS, Mean and ANOVA were used to analyze the data. The findings indicated that lecturers in tertiary institutions in Akwa Ibom State accept and adopt Artificial Intelligence technology in educational testing. That area of specialization is not a moderating factor in the acceptance of Artificial Intelligence technology in educational testing among lecturers in tertiary institutions in Akwa Ibom State. Based on these findings, it was recommended that lecturers should be motivated and encouraged to incorporate the adoption of Artificial Intelligence technology in educational testing in tertiary institutions by organizing workshops through agencies such as; TETFUND. Also, lecturers irrespective of their area of specialization should be given equal opportunity to integrate and utilize Artificial Intelligence technology in educational testing.

Artificial Intelligence (AI) and Instructional Design: Evaluating the Influence of AI Integration in Instructional Planning and Delivery among Teachers in Training in University of Uyo

Epoke Eleng Eti, Uduakobong Ofonime Odiong, Emmannuel Philip Ododo — Wed, 09 Jul 2025 00:00:00 -0700

The study examined Artificial Intelligence (AI) and instructional design: Evaluating the influence of AI integration on instructional planning and delivery among teachers in training in University of Uyo. The survey research design was adopted for this study. The population consisted of all 1358 level 400 students in the faculty of education, University of Uyo, (Students Affairs Department) from which a sample size of 250 participants representing 18.4 percent of the population size. Mean is used to answer the research questions while related t-test was used for testing the hypotheses at .05 level of significance. The results revealed that there is a significant influence of AI integration on instructional planning among teachers in training in University of Uyo. The result also showed that there is a significant influence of AI integration on instructional delivery among teachers in training in University of Uyo. Based on the findings of the study, it was recommended among others that the Nigerian university commission and University management should implement fully AI integration into teachers training programme in order to equip teachers in training with AI literacy skills.

Developing an Effective Framework for Digital Teaching and Learning in Nigeria's Distance Learning Institutions

O. Regina Okwe — Wed, 02 Apr 2025 00:00:00 -0700

This paper addresses the challenges and opportunities of implementing an effective digital teaching and learning framework in Nigeria’s distance learning institutions. Key barriers such as inadequate infrastructure, digital illiteracy, limited access to devices, and the digital divide between urban and rural areas are discussed. The proposed framework offers practical solutions to these challenges, including enhancing internet connectivity, providing affordable data packages, and equipping educators with digital pedagogical skills. Additionally, the importance of policy development and regulatory frameworks to ensure quality standards, data privacy, and accreditation is emphasized. Inclusivity is a core component, with strategies to support underserved communities and students with disabilities. By adopting a comprehensive approach that addresses these issues, Nigeria can harness the potential of digital education to provide equitable access to quality learning and empower future generations. This framework aims to guide policymakers, educators, and stakeholders in creating a sustainable digital learning environment that benefits all learners, regardless of location or background.

Financial Abuse and Marital Satisfaction of Clerical Personnel in Ikot Ekpene Local Government Area, Akwa Ibom State, Nigeria

Nnyanga U. Akpan, Evelyn G. Udoh — Wed, 16 Jul 2025 00:00:00 -0700

The study investigated the relationship between financial abuse and marital satisfaction of clerical personnel in Ikot Ekpene Local Area, Akwa Ibom, Nigeria. Four objectives were raised from which four null hypotheses were postulated. The purpose of the study was to determine the relationship between financial vagueness, financial infidelity, financial micromanagement and financial coercion with marital satisfaction of clerical personnel in the area of study. The correlational research design was used for the study. A sample size of 60 clerical personnel out of an estimated population of 250 who served as ministers in Churches were selected using snowball technique. They were individually reached online using with a researcher-developed instrument tagged ‘Financial Abuse and Marital Satisfaction Scale (FAMSS). A reliability coefficient of 0.79 was obtained using the Cronbach's Alpha statistical tool to determine its reliability value. Data obtained were analysed and tested at .05 level of significance using simple linear regression statistical tool. Results of the study revealed significant relationship between each financial abuse variable and marital satisfaction. It was concluded that marital satisfaction of clerical personnel can be adversely affected by financial abuse. It was therefore recommended among others, that to help married couples achieve marital satisfaction, financial education through marital counselling should be seen as a necessity in the church.

Resources Availability and Utilization of Artificial Intelligence in Blendspace for Effective Lesson Delivery in Secondary Schools in Akwa Ibom North East Senatorial District

Ephraim O. Akpabio, Imaobong U. Ukpe, Aniefiok I. Udoessien — Wed, 02 Apr 2025 00:00:00 -0700

The study was aimed at determining the extent of the influence of resources availability and utilization of artificial intelligence (AI) in blended learning for effective lesson delivery in Secondary School in Akwa Ibom North East Senatorial District. To achieve this purpose, three specific purposes, three research questions and three none hypotheses were formulated. The descriptive survey research design was used and it was carried out in Akwa Ibom North East Senatorial District. The population of the study comprised of 3,723 teachers (1,387 males and 2,336 females) in all the 86 pupils Schools in Akwa Ibom North Senatorial District. The sample size for this study consisted of 350 teachers made up of 135 male and 215 female teachers. The sample sizes were selected using muti-stage cluster sampling technique. The instrument for this study was a researcher developed 15 item questionnaire captioned Resources Availability and Utilization of Artificial Intelligence in Blended-Learning Questionnaire (RAUAIBQ). The instrument was subjected to face validation by two research experts from the Faculty of Education, University of Uyo. The internal consistency reliability of the instruments obtained was .88 using Cronbach Alpha technique. The questionnaire was administered on the respondents by the research with the help of four research assistants. Mean was used to answer the three research questions while the independent t-test was used to test the three null hypotheses at 0.05 level of significance. The findings indicated that the three null hypotheses were retained. Based on the findings of the study, it was concluded that resources availability greatly influences the utilization of Ai in blendspace for lesson delivery in Secondary Schools in Akwa Ibom North East Senatorial District The research are therfore recommended that Akwa Ibom State Secondary Education Board should endeavour to intensify efforts by providing instructional materials and equipped manpower as well as providing internet facilities for utilization of Ai for Blended-Learning in effective lesson delivery.

Assistive Innovative Technology for Inclusive Education in Nigeria: Benefits and Challenges

Offiong Anietie Okon, Nseabasi P. Essien — Sat, 28 Jun 2025 00:00:00 -0700

Inclusive education has evolved significantly by integrating innovative technologies that enhance accessibility and learning experiences for students with diverse needs. This paper explores the role of assistive technologies, artificial intelligence (AI), adaptive learning systems, and immersive learning in promoting inclusive computer education. AI-powered tools, such as speech recognition software, text-to-speech converters, and predictive text applications, assist learners with disabilities in overcoming learning barriers. Adaptive learning technologies use AI-driven algorithms to personalize educational content, improving engagement and academic performance. Additionally, virtual and augmented reality provide interactive simulations that help students, particularly those with special needs, develop cognitive and technical skills in a controlled environment. Despite these advancements, challenges such as high implementation costs, inadequate infrastructure, and insufficient teacher training hinder the widespread adoption of assistive technologies. Sustainable funding models, robust policy interventions, and ongoing professional development for educators are crucial to ensuring effective technology integration. Furthermore, user-centered design approaches involving students with disabilities in developing assistive tools can enhance usability and effectiveness. This review's findings highlight innovative technologies' transformative potential in fostering an inclusive learning environment. Leveraging AI, adaptive learning, and immersive technologies, educators can create more accessible and engaging computer education programs.

Design and Implementation of Transcript Management Information System: A case Study of National Institute of Construction Technology and Management, Uromi

Promise Monday Akpan, Faith Eranonsen Obaweki, Ekpo Ekanem — Wed, 07 May 2025 00:00:00 -0700

The management of academic transcripts plays a crucial role in ensuring efficiency, accuracy, and security in higher education institutions. Traditional transcript management methods, which rely on paper-based systems and fragmented digital databases, often result in inefficiencies such as delayed transcript issuance, data entry errors, and challenges in credential verification. To address these issues, this paper explores modern technological tools to develop a secure and scalable Transcript Management System. The paper reviewed existing transcript management models, emphasizing the benefits of automation, integration with Learning Management Systems (LMS) and Student Information Systems (SIS), and the role of data security measures such as encryption and Role-Based Access Control (RBAC). A systematic methodology was employed to analyze current challenges, design an improved system architecture, and implement a functional system using waterfall model. The designed system enhances institutional efficiency by streamlining transcript processing, reducing administrative workload, improving data accuracy, and ensuring compliance with regulatory standards. It also provides students with real-time access to their academic records while maintaining robust security protocols to prevent unauthorized data access. The paper contributes to the field of educational technology by demonstrating the effectiveness of a digitally optimized TMS in addressing real-world challenges in academic record management. Conclusively, the challenges associated with Transcript Management System (TMS) and the ways of surmounting the challenges with modern technological advancements where highlighted. It was recommended among others that developing a mobile-friendly application would increase accessibility for students, enabling them to request and download transcripts conveniently from their smartphones.

Community Participation in Development- Oriented Projects Implementation in Edo South Senatorial District

Elvis Stephen Osemwengie, O. Regina Okwe — Wed, 02 Apr 2025 00:00:00 -0700

This study was carried out to investigate community participation in development projects implementation in Edo South Senatorial District of Edo State, Nigeria. To achieve the purpose intended, nine research questions were raised, while four were hypothesized and tested @ 0.05 level of significance. The study made use of the sequential explanatory mixed method of research which included qualitative and quantitative designs with a population comprising all the people living in the seven (7) local government areas in Edo South Senatorial District from which a total of Four Hundred and Fifty (450) respondents were selected from nine communities from the chosen three local government area where development projects execution have been carried out and more pronounced in the last three (3) years. Also, fifty (50) participants were selected from the sample size for the Focus Group Discussion. A self-constructed close-ended questionnaire and Focus Group Discussion (FGD) instrument for data collection was used for the study. The instruments were validated by three experts in Community Development and Measurement and Evaluation. The Pearson Product Moment Correlation Statistics was used to determine the reliability of the instrument (questionnaire) and the approach yielded a reliability index of .86, while the instrument (Focus Group Discussion) was triangulated. Data obtained from the study were analysed using frequency count, percentages, mean score, standard deviation, Spearman rank order and simple linear regression. Findings from the study revealed, amongst others, that the various community development projects undertaken or embarked upon in Edo South Senatorial District include; renovation of schools, construction of town hall, construction of modern markets, provision of borehole facility, rehabilitation of access roads/paths, provision of skills acquisition centre and health centre. Also, it was revealed that the extent of people’s participation in the planning and implementation process of development projects in Edo South Senatorial District is low. From the findings of the study, recommendations were proffered which among others include that, the community needs to be involved in all project phases. Engaging community members throughout the project cycle can help to increase trust of community members towards those directly involved in the project.