Journal of Research in Adult and Continuing Education
Journal of Research in Adult and Continuing Education (JORIACE) is a peer-reviewed, open-access, Google Scholar indexed, journal dedicated to advancing knowledge, research, and practice in education generally, and especially in adult and continuing education. The journal, which is housed in the Department of Adult and Continuing Education, Nnamdi Azikiwe University Awka, provides a platform for educators, researchers, policymakers, and practitioners to share insights, innovations, and evidence-based approaches that address the evolving needs of adult learners in an increasingly complex and technology-driven world.
Department of Adult and Continuing Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
Sources of Climate Change Information and Farmers’ Adaptive Capacity: An Adult Education Perspective from Rural Communities of Kano State, Nigeria
Climate change continues to destabilize agricultural productivity and the livelihoods of rural farming communities in Nigeria. Access to climate change information and the ability of farmers to overcome adaptation constraints are increasingly recognized as essential for building resilience to climate-related challenges. This study examined the major sources of climate change information available to farmers and the constraints affecting their adaptive capacity in Tofa Local Government Area of Kano State, Nigeria, from an adult education perspective. A descriptive survey research design was adopted, and data were collected from 130 farmers using a structured questionnaire. The instrument was validated by experts in adult education and community development, as well as extension education, while its reliability was established through a test–retest method using Pearson Product-Moment Correlation Coefficient (PPMCC), which yielded a reliability index of 0.80. Data were analyzed using descriptive statistics comprising mean and standard deviation. The findings revealed that farmers accessed climate change information primarily through fellow farmers, extension workers, radio broadcasts, community meetings, and non-governmental organizations, with fellow farmers constituting the most prominent source. The study further found that inadequate access to climate-resilient seeds, modern farming equipment, institutional support, and reliable climate information constituted the major constraints affecting farmers' adaptive capacity to climate-related challenges. The study highlights the importance of integrating adult education with agricultural extension and community development initiatives to strengthen farmers' access to relevant knowledge, practical learning opportunities, and essential adaptation resources. It recommends strengthening extension-based climate education, promoting community learning networks, improving access to climate-resilient agricultural inputs, and enhancing institutional support to improve farmers' resilience and sustainable rural livelihoods.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Influence of Stressful Life Events and Cognitive Styles on Academic Achievements of Undergraduates of School of Continuing Education, Bayero University Kano
Academic achievement among university students is influenced by numerous psychological, cognitive, and demographic factors. This study investigated the influence of stressful life events and cognitive styles on academic achievement among undergraduates of the School of Continuing Education, Bayero University Kano, Nigeria. The study adopted an ex-post facto research design. The population comprised 975 Level 400 undergraduates, while a sample of 278 students was selected using a multistage sampling procedure. Data were collected using the Group Embedded Figures Test (GEFT) for cognitive styles, the Kanjiga Stressful Life Events Inventory (KSLEI) for stressful life events, and students' cumulative grade point averages (CGPA) as indicators of academic achievement. Frequency counts and independent samples t-test were employed for data analysis at the 0.05 level of significance. The findings show that most students (60.4%) experienced high stressful life events, compared to 39.6% who reported low stress, no significant difference in academic achievement between field dependent and field independent students, no significant difference in academic achievement between students with high and low stressful life events, even though the high-stress group recorded a slightly higher mean CGPA. The study recommends the provision of effective counselling services, stress-management programmes, and learner-centred instructional approaches that accommodate diverse cognitive styles among adult learners.
Steam Education and Sustainable Development Goals in Anambra State: Teachers’ Perceptions from an Adult Education Perspective
This study examined teachers’ perceptions of STEAM education programme and Sustainable Development Goals (SDGs) from an adult education perspective in Anambra State. The study explored how teachers, as adult learners and professional practitioners, perceive STEAM education in relation to poverty reduction (SDG 1), quality education (SDG 4), and gender equality (SDG 5). Three research questions guided the study. The descriptive survey research design was adopted for the study. The population consisted of 14,546 public and public-mission pre-tertiary school teachers across the 21 Local Government Areas of Anambra State. A sample size of 588 respondents was selected using the Taro Yamane formula. Data were collected using a structured questionnaire titled “Teachers’ Perception of STEAM Education Effectiveness and Sustainable Development Goals Questionnaire” (TPSTEAMESDGQ). The instrument was validated by two experts, while reliability was established using Cronbach Alpha with coefficients of 0.78, 0.74, and 0.89 for the three clusters respectively. Mean and standard deviation were used to answer the research questions. Findings revealed that teachers perceived STEAM education as effective in reducing poverty through skill acquisition, entrepreneurship, and employability development. The findings also indicated that STEAM education positively supports quality education through experiential learning, creativity, collaboration, and problem-solving competencies. Furthermore, teachers perceived STEAM education as capable of promoting gender equality in educational participation and learning outcomes. The study concluded that STEAM education aligns with the objectives of adult education by promoting lifelong learning, empowerment, innovation, and sustainable community development. The study recommended continuous professional development for teachers, establishment of community-based STEAM learning centres, and increased investment in technology-driven educational practices.
Exploring the Timeless Depiction of Human Flaws in Jonathan Swift’s Gullivers’ Travels: A Stylistic Analysis
This paper takes a stylistic analysis of Jonathan Swift’s Gulliver’s Travel, examining how the author’s use of language contributes to its theme of timeless depiction of the universality of human flaws. The study adopted a content analysis approach where the text was closely read and studied. Though randomly selected, the study examines Swift’s use of irony, satire, hyperbole, symbolism, allusion and repetition as well as various sentence types and grammatical structures to critique human nature. The analysis brings to the fore that Swift’s use of language are not only intentional but also deliberate and serves as an effective resources for highlighting the absurdity and complexity of human nature, rending Gulliver’s Travels a powerful and enduring critique of human flaws. The outcomes of this study demonstrate the significance of the author’s novel as a timeless commentary on human nature, with implications for our understandings of the human condition in contemporary society.
The Benefits of Community Engagement for Integrated Community Development in Nigeria
Integrated community development since its emergence has served as a conceptual procedure utilized in tackling the underdevelopment of communities. Although community development programmes appear to be the most acceptable means for grassroots development due to its holistic and comprehensive framework there are gaps between programmes planner, implementers and the community people in Nigeria. These reoccurring gaps emanate from not involving stakeholders of the community in the development programme a fit which community engagement entails. The paper made use of secondary source of information to conceptualize community, community engagement and integrated community development. The paper also examined community engagement as a pertinent tool for integrated community development. It discusses fostering partnership, improved decision-making, community-led initiative and social connection as benefits of community engagement for community development in Nigeria. It recommends that enabling environment through community engagement that will improve community development programmes in Nigeria should be provided so as to facilitate active participation in every integrated community development activity.
The Dynamics and Transformative Power of Artificial Intelligence in Higher Education Teaching and Learning: Perception of Lecturers in Ebonyi State
Artificial Intelligence (AI) has become prevalent across all levels of education. Understanding teachers’ beliefs about the dynamics and transformative power of AI is essential for its effective integration into the educational system. This study investigated the dynamics and transformative power of artificial intelligence in higher education, examining Ebony State lecturers' view on the significant role of AI in improving the quality of teaching and learning in higher education. Two research questions and one hypothesis guided the study. A descriptive survey design was adopted for the study, using a structured questionnaire to collect data from 71 lecturers using a Google forms. Data were analyzed using Mean and standard deviation. The results revealed that the respondents agreed that AI has great potential to improve the quality of higher education and that AI will play a significant role in higher education in the future by enhancing the quality of learning in the coming years. The result also revealed that there is no significant gender difference in their mean response to the transformative power of AI in higher education in that t-test (df = 69, alpha = 0.05) = 0.532 is not significant at p = 0.596. The findings of the study have implication for the modification of higher education teaching and learning process towards integrating AI tools in the classroom. The researchers hereby recommend that AI should be integrated in the teaching and learning process by lecturers for improving the quality of teaching and learning in the higher education.
Climate Change Awareness, Literacy and Mitigation Strategies in Oil Affected Communities of Ogoni LGA, Rivers State Nigeria
This study explored the correlation between climate change awareness, literacy, and mitigation strategies in oil-affected communities of Ogoni LGA, Rivers State, Nigeria. In carrying out this study, two hypotheses were formulated in line with the objectives of the study. The correlation research design was adopted for this study. The study population consisted of adults in oil-affected communities of Ogoni LGA, Rivers State. The sample of the study is made up of 418 adult respondents male and female from the research area. This study employed a multi-stage sampling approach involving proportionate and accidental sampling techniques to select a representative sample of adults from the study population. Data for this study were collected using a questionnaire titled Climate Change Mitigation Strategies Questionnaire (CCMSQ). The instrument demonstrated high internal consistency, with Cronbach’s alpha reliability coefficients ranging from 0.85 to 0.91. For data analysis, simple linear regression analyses were utilized. The findings in data analyses indicated that that there is a significant relationship between level of education, awareness of climate change, and adoption of climate change mitigation strategies among adults in oil-affected communities of Ogoni LGA. Based on the findings, it was recommended among others that adult education programs in Ogoni LGA should prioritize climate change awareness and mitigation strategies to promote environmental sustainability.
Environmental Literacy and Vocational Education: Towards Biodiversity Conservation in Rural Communities in Cross River State
The study explored the relationship that environmental literacy and vocational education have with conservation of biodiversity in Cross River State. Two research questions and hypotheses each were formulated to guide the study. Multistage sampling procedure, and correlation research design, were adopted for the study. The population of the study was 17,588 adult residents mostly farmers, artisans, fishermen and petty traders consisting of 8798 males and 8790 females. The sample of this study was 679 residents drawn from 12 villages in the 6 selected local government area. Three research instruments were employed for data collection in this study. These included the “Environmental Literacy Scale”, designed to measure the level of environmental awareness, knowledge, and attitudes among rural community members; the “Vocational Education Practices Assessment”, developed to evaluate the extent to which rural-based vocational training incorporates environmentally sustainable skills; and the “Biodiversity Conservation Practices Questionnaire (BCPQ)”, created to assess conservation behaviours and sustainable resource-use practices within rural communities with reliability coefficient of 0.92. Data analysis was conducted using Pearson product Moment Correction Analysis. The findings of the study revealed that environmental literacy education is significantly related to conservation of biodiversity in Cross River State and vocational education can significantly impact on conservation of biodiversity in Cross River State. Based on the findings, it was recommended that a compulsory environmental literacy programme should be enhanced by the government both in school and in the community to promote conservation; and that government should create opportunity for job creation and enhance vocational studies into other fields of endeavor to shift people away from directly exploiting biodiversity.
Assessment of the Role of Abia State Agency for Community and Social Development Project in Reducing Poverty and Achieving Gender Equality
The study assessed the extent of the achievement of the objectives of the Abia State Agency for Community and Social Development Projects (CSDP) as it pertains to reducing poverty and gender equality. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was employed. The population for the study was 310 stakeholders. No sampling was done. The instrument for data collection was developed by the researcher and titled Assessment of Abia State Agency for Community and Social Development Projects in Reducing Poverty and Achieving Gender Equality Questionnaire (AFCSPIRPAGEQ). It was validated by three experts from Adult and Continuing Education, Education foundations (measurement and evaluation unit). The reliability of the instrument was carried out using 20 stakeholders in Imo State. The coefficient alpha analysis yielded an internal consistency of 0.90 and 0.85 for clusters A and B, respectively. The instrument was distributed and collected by the researcher through the assistance of four briefed research assistants. Data were analyzed using mean and analysis of variance (ANOVA). Post hoc analysis was conducted using Bonferroni test for multiple comparisons. The findings of the study showed that Abia State Agency for CSDP has reduced poverty and achieved gender equality to a high extent in Abia State. Hence the study, among others recommended that Abia State Agency for CSDP should Provide learning opportunities for persons with disabilities, promote gender friendly policies on women ownership of land and engage with different stakeholder groups accordingly, taking into consideration their various opinions on the agency's impact on poverty reduction, and gender equality by conducting regular stakeholders meetings and feedback sessions, developing targeted communication strategies to improve transparency and accountability, and collaborating with NGOs and private sectors to amplify impact in order to sustain and improve more on the CSDP existing milestone on poverty reduction and gender equality.
Copyright (c) 2026 U. J. Obidiegwu, W. E. Obiozor, U. U. Eme https://creativecommons.org/licenses/by/4.0
Impact of Community Self-Help Initiatives on the Attainment of Sustainable Development Goals 1 and 2 in Ikot Ekpene Senatorial District
This study investigated the impact of community self-help initiatives on the attainment of Sustainable Development Goals 1 (no poverty) and 2 (zero hunger’) in Ikot Ekpene Senatorial District of Akwa Ibom State, Nigeria. Two research questions guided the study. Descriptive survey research design was adopted for this study with a sample of 728 respondents selected from the population of 72,099 members of the various registered community development associations in the study area. Both stratified and accidental sampling techniques were used. A validated questionnaire titled Community Self-Help Initiatives and the Attainment of Sustainable Development Goals One & Two (No Poverty & Zero Hunger) Questionnaire (CSHIASDGQ) was used to collect data for the study. The reliability of the instrument was done using Cronbach alpha reliability and result showed the reliability index range from 0.70 and 0.84. Descriptive statistical analysis such as mean, standard deviation, frequency, percentages and graphs were used to analyze data for the study. The results revealed that community road network and vocational skills training initiatives has a strong positive impact on the attainment of SDG 1 (No Poverty) and SDG 2 (Zero Hunger) in the study area. Based on the findings, it was recommended among others that government should prioritize the construction and maintenance of roads to enhance transportation, facilitate trade, and boost agricultural productivity. Better road networks will improve market access and create more economic opportunities.
Copyright (c) 2025 V. E. Ironbar, E. O. Ibok, U. N. Okon https://creativecommons.org/licenses/by/4.0
Transforming Adult Education in the 21st Century through Artificial Intelligence in Nigeria: Innovation, Impacts, and Ethical Considerations
The 21st century has witnessed a significant transformation in socio-economic, politics, religion, commerce and particularly adult education which is driven by technological innovations, advancements and modernization. Artificial Intelligence (AI) has emerged as a major innovation in adult education, offering personalized learning experiences, feedback mechanism, adaptive assessments, accessibility and enhanced learner-centered engagement and participation. This article explores the potential of AI in transforming adult education in Nigeria, the challenges and its impact on learning outcomes, and ethical considerations that arise. Finding revealed that AI is an inevitable modernization and transformation in all human endeavors particularly in adult education by providing tailored learning pathway, improving accessibility, proximity, and fostering lifelong learning at the comfort of the learners. The paper reveals that transformation of adult education in Nigeria through AI driven education would reduce educational inequality and digital illiteracy, increase access to teaching and learning, instill managerial skills, solve personal problems, enhance lifelong activities, and reduce illiteracy both in the urban and rural areas. On the basis of this, the paper recommended the need for careful consideration of ethical issues, such as data privacy, bias, and transparency among others.
Copyright (c) 2025 I. M. Okafor https://creativecommons.org/licenses/by/4.0
Effect of Blended Learning Strategy on Students’ Academic Achievement in English Language in Public Senior Secondary Schools in Ebonyi State
This study examined effect of blended learning strategy on students’ academic achievement in English Language in public senior secondary schools in Ebonyi State. The study adopted quasi-experimental design, specifically non-equivalent control group design or pretest post-test control group design. The population of the study was 19,688 senior secondary two (SSII) students of Ebonyi state while the sample size was 85 senior secondary two (SSII) students of two intact classes drawn from two co-educational public secondary schools using purposive technique. Each of the two intact classes of the respective schools was assigned to experimental and control groups. The experimental group was taught using blended learning while the control group was taught with lecture method. Data were collected using English Language Achievement Test (ELAT). The Pretest was conducted for both the experiment (treatment) and control groups. The experimental group, received treatments using blended learning while the control group was taught using traditional lecture method. Findings showed that: students taught English Language using Blended learning had significantly higher mean achievement score than students taught using lecture method; there was no significant difference in the mean achievement scores of male and female students taught English Language using blended learning; and gender and instructional strategies had no significant interaction effect on the mean achievement scores of students taught English Language.
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Challenges Affecting the Effectiveness of Women Organizations in Community Development in Niger State
This study investigates the challenges affecting the effectiveness of women organizations in driving community development initiatives across Niger State, Nigeria. Women organizations are vital stakeholders in grassroots mobilization, socio-economic empowerment, and civic participation, yet their contributions are often hindered by contextual limitations. The study adopted a mixed-methods approach, combining quantitative and qualitative techniques to provide a comprehensive understanding of the issues. The population comprised registered women organizations across Niger State, from which a sample of 360 participants was drawn using stratified and purposive sampling techniques to ensure representation across six local government areas within the three geopolitical zones. Data were collected using a structured questionnaire and in-depth interviews. The questionnaire items were validated by experts in community development and gender studies, while reliability was established through a pilot test that yielded a Cronbach’s alpha of 0.82. Quantitative data were analyzed using descriptive and inferential statistics such as frequency counts, percentages, and chi-square tests, while qualitative data were subjected to thematic analysis. The findings revealed that financial limitations, cultural and religious restrictions, weak leadership structures, and inadequate government support significantly reduce the operational effectiveness of these organizations. The study recommends policy reforms, sustainable funding mechanisms, and community-based sensitization to strengthen the capacity of women organizations in promoting inclusive development.
Transitioning from Traditional to AI-Based Educational Assessment in Nigeria: Prospects and Challenges
This paper explores the potentials of artificial intelligence (AI) to transform educational assessment in Nigeria system historically challenged by inconsistency, lack of students’ feedback, bureaucracy, and examination malpractices. Drawing on secondary literature and employing the AI-Ethical Assessment Transformation (AI-EAT) Model, the paper conceptualizes assessment reform as a process mediated by AI innovations that enhances validity, reliability, and efficiency, and ethical and policy enablers promote fairness, accountability, and inclusiveness. The paper espoused that automated scoring of essays, adaptive testing, and learning analytics have the potential to raise the level of objectivity and individualized feedback, yet such initiatives are doomed to fail in the case of weak governance frameworks covering the problem of data privacy, algorithm bias, and inequality in access. The educational measurement theory, sociotechnical systems theory and algorithmic governance ethics to depict that the combination of technological innovation, institutional preparedness and ethical control is needed in order to achieve sustainable AI use in assessment and evaluation in Nigeria's educational system were incorporated. Thus, it is concluded that an inclusive policy designed to align with the international standards of transparency and educational equity is critical for effective AI integration in assessment practices.
Women Organisations as Drivers of Grassroots Political and Social Participation in Niger State
This study investigates the role of women organisations in driving grassroots political and social participation in Niger State, Nigeria. While women groups have become central to civic engagement, their contributions at the local level remain under-documented. A descriptive survey design was employed, integrating both quantitative and qualitative approaches. The population comprised leaders and members of women organisations, community development officers, and selected political office holders. Using multistage and stratified sampling, 600 respondents were drawn from six purposively selected local government areas across the three geopolitical zones of the state, ensuring representation from both rural and urban communities. Data were collected through structured questionnaires, key informant interviews, and focus group discussions. Expert validation confirmed the suitability of the instruments, and reliability was established with a Cronbach’s Alpha coefficient of 0.82. Quantitative data were analysed with descriptive statistics such as means and percentages, while qualitative data underwent thematic analysis. Findings show that women organisations significantly enhance voter education, encourage female candidacy, and facilitate grassroots political dialogues. They also promote social development by spearheading vocational training, maternal health advocacy, poverty alleviation, and environmental sanitation. However, challenges including inadequate funding, cultural restrictions, weak institutional support, and limited media visibility hinder their broader impact. The study concludes that women organisations are indispensable to grassroots democracy and community development in Niger State. It recommended that there is need to increased public funding, the creation of gender units in local governments, stronger leadership capacity building, and strategic collaboration with male allies and traditional institutions to amplify their effectiveness.
Copyright (c) 2025 M. J. Lakan, H. I. Lemu, S. Abdullahi, Y. Umar https://creativecommons.org/licenses/by/4.0
Factors Militating against the Implementation of Nomadic Education in the South-South Geo-Political Zone of Nigeria
The National Commission for Nomadic Education (NCNE) was established in 1989 to address the stark educational inequities experienced by nomadic populations in Nigeria. Nomadic education in Nigeria was designed to provide access to quality education for pastoralists, migrant farmers, and fisher-folk whose mobile livelihoods exclude them from conventional schooling. This paper reviewed and discussed scholars opinions that ranges from education as empowerment, structural and operational weaknesses, socio cultural perspectives, contemporary concerns of climate change and global comparative insights, functions of national commission for nomadic education were also highlighted, factors militating against the implementation of nomadic education in the South-South geo-political zone of Nigeria were reviewed and lastly, the objectives of nomadic education programme were also discussed. Literatures reviewed reveal that despite significant policy commitments, implementation is undermined by multiple factors which is why it was recommended that predictable financing, livelihood-sensitive curricula, teacher incentive schemes, mobile and ICT-enabled learning strategies, and stronger community participation should be considered. It concludes that without targeted and context-sensitive reforms, nomadic education in the South-South will remain aspirational rather than transformative.
A Multimodal Comparative Analysis of Hurt in Nigerian Literature: Exploring Gender Differences in Linguistic, Stylistic, and Pragmatic Representations
This study undertakes a multimodal comparative analysis of hurt in Nigerian literature in the work of Chinua Achebe’s Things Fall Apart (1979) and Buchi Emecheta’s The Joys of Motherhood (1979), exploring gender differences in linguistic, stylistic, and pragmatic representations investigating how male and female authors represent hurt and how these representations define, conform and/or challenge societal norms and values. This work relies on a mix theory of Trauma theory, stylistics, and post colonial theory. It uses a combination of Critical Discourse Analysis (CDA), stylistics, and pragmatic to investigate how hurt is constructed and conveyed in Nigerian literature and what these constructions reveal about gendered experiences, cultural norms, and power dynamics. Data was primary collected from the two novels under study. A qualitative and quantitative approach were used in the analysis. The findings reveal significant differences in how male and female authors represent hurt, with female authors employing more emotive language and stylistic devices to convey emotional pain, while make authors tend to use more direct and assertive language. The study also portrays the importance of considering the cultural and social context in which the texts were written, and how these contexts influence the representation of hurt. This work therefore is an addition to the field of literary linguistics, gender studies and African literature, providing new frontiers into the complex and multifaceted nature of hurt in Nigerian literature.
Perceptions of Family Planning among Rural Women in Ovia South West Local Government Area of Edo State
This study assessed rural women attitude towards family planning in Ovia South West local government area of Edo state Nigeria. The study adopted the descriptive survey research and was guided by five research questions. The population of the study comprised 200 rural women of reproductive age in Ovia South West Local Government Area. The instrument for data collection was a self-designed structured questionnaire divided into two sections of A and B which cover demographic information of the respondents and research items respectively of a two-point Likert scale of Yes and No. Simple percentage and frequency distribution was used to analyse data related to the research questions. The results showed that the perception of rural women in Ovia South West Local Government Area of Edo State was relatively high but not satisfactory. On the basis of the foregoing, the study recommended, among others, that more family planning facilities be built in Ovia South West Local Government Area as this will increase the level of awareness of the issue and motivate residents to use family planning more frequently and that the government should provide free family planning services, especially to women in rural areas, to help address the issue of financial hardship.
Impact of Financial Management Practices on Poverty Reduction among Young Adults in Low-Income Communities in Lagos State, Nigeria
This study examines the effects of financial management practices on poverty reduction among young adults in low-income communities in Lagos State, Nigeria. Two research questions and two hypotheses were raised and tested to guide this study Employing a descriptive research design, the research targets young adults aged 18–35, with a sample of 385 participants selected using multi-stage sampling including, stratified proportional sampling from four communities: Epe, Ikorodu, Oshodi, and Badagry. Data were collected through a structured questionnaire. Frequency tables, mean scores, Pearson product moment correlation and simple linear regression were used to analysed the data. The analysis revealed a significant lack of financial literacy, with many participants struggling to engage in effective budgeting and saving practices, contributing to their vulnerability to poverty and limiting access to basic necessities such as food, education, shelter, and healthcare. Findings indicate that effective budgeting and proactive saving habits are directly correlated with improved access to essential resources. Based on these findings, the study recommends that stakeholders including the Nigerian government, financial institutions, and NGOs enhance financial literacy programmes and improve access to financial services to empower young adults and equip them with the skills to make informed decisions, ultimately supporting poverty reduction in Lagos State.
Major Factors of Recidivism among Inmates of Correctional Facilities in Kano State, Nigeria
The paper investigates the causes and implications of recidivism in Kano State, Nigeria with a view to further broaden the outlook of social welfare educator’s contribution towards promoting the welfare of the inmates to prevent massive recidivism. The present nature of the facilities are punitive in nature not correctional. As such, this has led to high recidivism among the inmates. Instead of acquiring knowledge and skills that would make them independent, their stay leads them to getting trained by high risk criminals worsening their situation. The paper presents the various factors that lead to recidivism and the ways to prevent recidivism among the inmates in Kano State. Finally, the paper offers some suggestions which include the following: There is needs for community members to note that crime can occur at any time in the community, it is good for people to be vigilant always to prevent occurrences of criminal offences. There is needs for community members to note that inmates are part of the community and they will eventually come back to the community after serving their jail time. Therefore, there is need to show them concern and care. The Correctional officers should try their best to teach the inmates some skills that would help them to become more functional after their release.
Assistive Technologies Used in Teaching Adult Learners with Learning Disabilities in the 21st Century
The phenomenon of assessment and evaluation concerns all practitioners of education. Their predominant concern is accommodation of people with special needs, cultural issues and creating alternative practice with equivalent standard. This paper examined the various ways by which evaluation of adult learners with disabilities is enhanced using ultra-modern scientific devises with a view to creating assessment balance between the disabled and normal learners in a typical learning environment. The paper also gave a definition of learning disabilities and clear description of who the learning disabled are. The definition extended to technology of teaching and assessment and some of the devises on the basis of how they can be used to enhance the education and assessment of the disabled learners. The challenges inhibiting the use of these devises were highlighted upon which recommendations and conclusions were made.
Entertainment Education as a Tool for Community Empowerment and Development in Nigeria
This paper centred on the role of entertainment education (EE) as a tool for community empowerment and development in Nigeria. The paper explored the transformative potential of EE in fostering socio-economic growth, literacy, health awareness, political participation, and cultural preservation within Nigerian communities. It traced the historical evolution of EE in Nigeria, highlighting its increasing relevance in modern educational and developmental initiatives. The study identified major challenges hampering effective EE implementation, including limited funding, cultural sensitivity issues, inadequate infrastructure, shortage of skilled professionals, political and regulatory barriers, and audience engagement difficulties among others. To address the challenges, the paper proposed strategic interventions such as promoting inclusive content creation, multimedia integration, strengthening collaborations among artists, adult education facilitators, and policymakers, embedding life skills into EE content, increasing government support, enhancing teacher training, and revising curricula. Furthermore, the paper suggested establishing community-based EE centres, integrating EE into all educational levels, encouraging localized content, setting up rural media platforms, and involving youths in programme design and implementation. It emphasized the need for supportive policies and sustained public-private partnerships to harness EE’s full potential. The paper therefore affirmed that EE is a powerful instrument for empowering individuals, promoting inclusive community development, and building a culturally vibrant, socially conscious, and economically resilient Nigerian society.
Influence of Artificial Intelligence Chabot on Students’ Learning Experience in Public Secondary Schools in Abakaliki Education Zone, Ebonyi State
This study investigated the influence of Artificial Intelligence (AI) Chabot on students’ learning experience in public secondary schools in Abakaliki Education Zone, Ebonyi State. The study sought to determine the influence of AI Chabot on grading and assessment process of students; personalized learning of students; and teacher-students’ collaboration learning process in public secondary schools. Descriptive survey research design was adopted for the study and data were collected using questionnaire “Influence of AI Chabot on students’ learning experience in public secondary schools Questionnaire (IAICSLE)” structured by the researcher. The population of the study was 88 English Language teachers and the sample was 45 teachers selected using purposive sampling technique. The use of purposive sampling technique enabled the researcher to select schools that have ICT units, constant power supply and digital tools. The reliability of the instrument was determined using Cronbach alpha approach. The analysis yielded the coefficient index of 0.84. Research questions were answered using the arithmetic mean while the standard deviation was used to determine the proximity of the respondents’ responses. The hypotheses were tested using t-test at 0.05 level of significance. The findings of the study revealed that AI Charbot has significant influence on grading and assessment process of students in public secondary schools; Artificial Intelligence Chabot has significant influence on personalized learning of students in public secondary schools; and that AI Chabot also has significant influence on teacher-students’ collaboration learning process of students. It was recommended that government should equip the schools with AI facilities and ensure constant power supply in order to improve on teaching and learning; the school authorities should constantly organize professional development programme such as seminar, workshop, symposium and conferences to update the teachers on the use of AI in teaching and learning; while the teachers should continuously make use of AI Chabot in teaching and learning so as to enhance grading and assessment process of students.
Enhancing Language Skills in Nigeria Adult Education: Opportunities and Challenges
This study explores the opportunities and challenges of enhancing language skills in adult education programs in Nigeria, highlighting both the opportunities and challenges in promoting effective language learning among adult learners. As language proficiency is essential for personal development, civic engagement, and economic empowerment, the study examines current practices in adult literacy initiatives, the linguistic diversity of Nigeria, and the socio-economic factors influencing adult education. Opportunities such as the integration of technology, community-based learning, and bilingual education models are discussed as potential avenues for improvement. Conversely, the paper also addresses persistent challenges, including inadequate funding, limited access to qualified instructors, and the marginalization of indigenous languages. The article concludes by recommending policy reforms, stakeholder collaboration, and innovative facilitator training approaches to strengthen language acquisition in adult education, ultimately contributing to national development and lifelong learning.
The Role of Digital Literacy Programs in Bridging Digital Divide Gap among Middle-Aged Adults in Nigeria
As the world increasingly relies on digital technologies and industrial revolution, middle-aged adults face a growing risk of exclusion due to a lack of digital literacy. Digital divide disproportionately affects middle-aged adults, limiting their access to essential information, services, and social connections. This paper examines the concept of digital literacy, digital divide, middle-Age adults, forms of aging among middle-aged adults, digital divide among middle-aged adults, digital literacy programs for middle-aged adults, constraints of digital literacy programs for middle-aged adults, conclusion and recommendation.
Community Participation and its Impact on Sustainable Educational Infrastructure Development in Rural Areas of Niger State
This study investigated the role of community participation in fostering sustainable development of educational infrastructure in rural areas of Niger State. Using quantitative method, data were collected from community leaders, school heads, parents, and government officials across selected rural communities in Niger State. The sample size was determined using the Taro Yamane formula, resulting in 349 respondents. A multistage sampling technique was employed. Data were collected through a structured questionnaire designed on a 5-point Likert scale. For data analysis, descriptive statistics such as frequency counts, percentages, means, and standard deviations was used to answer the research question. The findings revealed that community involvement in planning, construction, and maintenance of school infrastructure significantly influenced the sustainability of such projects. In communities where resources—such as labor, land, and local materials were contributed, projects exhibited higher levels of maintenance and utilization. Based on these findings, the study recommended that government and educational authorities should institutionalize participatory frameworks that involve communities from the planning to execution stages of school projects. Adequate funding, training, and policy support should be provided to communities. This includes grants or matching funds for community-led school projects and strengthening School-Based Management Committees [SBMCs] through training and recognition. Targeted sensitization campaigns should be launched to raise awareness about the importance of community involvement in school infrastructure.
Students’ Interest in Learning, Self-Motivation and Adult Students’ Academic Commitment in Universities in Cross River State, Nigeria
This study investigated how students’ interest in learning and self-motivation influence adult students’ academic commitment in universities in Cross River state. A descriptive survey design was adopted and the population of the study consisted of adult students aged 22 to 45 years in the multi-stage sampling techniques were employed to select 362 undergraduate students from two universities in the state. Data was obtained through a well validated questionnaire titled: Students’ Interest, Self-Motivation and Academic Commitment Questionnaire (SISMACQ). The reliability index of the instrument obtained through KR-20 reliability method was .77. Two research questions guided the study and One-way Analysis of Variance was applied to analyze data collected from the respondents at .05 significance level. The results obtained from the data analyses revealed that students’ interest in learning and self-motivation significantly influence adult student’ academic commitment in the universities. It is therefore concluded that students’ interest in learning and self-motivation are important variables influencing adult students’ academic commitment. Thus, it was recommended among others that adult students should be encourage to develop high interest in learning and self-motivation in order to foster high and quality academic commitment in the universities.
Influence of Mass Media on Academic Performance of Secondary School Students in Nigeria and Strategies for Improvement
This paper discussed the influence of mass media on academic performance of secondary school students in Nigeria and strategies for improvement. Mass media are various channels or tools used to communicate information, news, and entertainment to a large audience. These channels or tools can be traditional or modern, and they play a crucial role in shaping public opinion, influencing culture and providing information to the masses. The paper explored the various forms of mass media accessible to secondary school students in Nigeria, the patterns and frequency of media consumption among students, the perceived positive and negative influences of mass media on students’ academic performance, and the sociocultural factors that shape students’ media habits. The study recommended that students should have limited access to mass media. Parents and teachers should be their controllers and encourage them to watch and listen to programmes that are educative. Parents should be aware of the positive and negative impact of access to mass media on their children. Parents, teachers and guardians should ensure that children spend most of their time reading, playing with others and doing their homework in order to ensure high performances. Keywords: Addiction, Academic Performance, Students, Mass media.
GeoGebra Software and Students’ Performance in Coordinate Geometry in Warri South, Delta State, Nigeria
This research investigated the impact of Geogebra software on students’ performance in Coordinate Geometry in secondary schools within the Warri South, in Delta State, Nigeria. A quasi-experimental design and descriptive survey approach were adopted with a pretest - posttest control group structure. The population of the study comprised 2,150 Senior Secondary School (SSS 3) Mathematics students from which a sample size of 80 SS 3 Mathematics students was conveniently selected from two schools using purposive sampling technique. Participants were divided into two groups: the experimental group which was taught using Geogebra –assisted instruction, and the control group, which received instruction through the conventional lecture method. The instrument for data collection was the Coordinate Geometry Performance Test (CGPT). Mean and standard deviation were used to answer the two research questions while Analysis of Co-variance (ANCOVA) was used to test the two hypotheses formulated for the study at 0.05 level of significance. The findings of this study show that the Geogebra-assisted teaching method is effective in improving students' performance on Coordinate Geometry. The method was shown to be more impactful than the conventional lecture method, fostering greater engagement and understanding among students. Although male students demonstrated slightly higher gains in performance compared to female students, the differences were not statistically significant. The study among others recommended the use of Geogebra – assisted instruction in Mathematics teaching.
Evaluating the Role of Community-Based Organizations in Adolescent Sexual and Reproductive Health Education and Early Pregnancy Prevention in Makoko, Yaba LCDA
Adolescent reproductive health remains a pressing public health challenge in low and middle income countries, where early pregnancies contribute significantly to maternal and neonatal mortality. Despite global efforts, barriers such as stigma, financial constraints, and cultural restrictions continue to limit adolescents' access to sexual and reproductive health (SRH) services. This study evaluates role of community-based organizations in adolescent sexual and reproductive health education and early pregnancy prevention, focusing on Yaba Local Council Development Area (LCDA) Makoko. Using a cross-sectional survey design, data were collected from 372 adolescent girls (aged 10–19) through structured questionnaires. Findings revealed a moderate level of SRH knowledge among respondents, with notable gaps in contraceptive awareness (mean score = 2.60) and service accessibility (mean = 2.39). While CBO-led programs improved awareness (mean = 2.74), participation rates remained low (mean = 2.37), and persistent barriers including fear of judgment (mean = 3.03), cost (mean = 3.18), and cultural restrictions (mean = 2.87) hindered service utilization. The study underscores the potential of CBOs in bridging SRH education gaps but highlights the need for enhanced community engagement, youth-friendly services, and policy integration to address structural barriers. Recommendations include expanding peer-led education, subsidizing SRH services, training healthcare providers in adolescent-friendly care, and advocating for inclusive national policies. By leveraging CBOs' community trust and adopting multi-sectoral strategies, stakeholders can significantly improve adolescent SRH outcomes in Nigeria.