Ademola Francis Sanda

Abstract Reading proficiency is crucial for academic success, yet many students struggle with comprehension, do not engage in independent, self-motivated reading, and lack confidence in their reading abilities. The absence of a reading culture in Nigeria threatens the knowledge economy, as those who lack reading proficiency are incapable of producing, accessing, or transmitting knowledge. Purpose of the study: This study examined the potential of structured debate as an instructional strategy to address the reading outcomes of secondary school students in Calabar, Cross River State, Nigeria. Methodology: A quasi-experimental design was employed with two groups: an experimental group engaged in structured debate activities and a control group following traditional reading instruction. Data on reading proficiency, reading anxiety, and reading autonomy was collected through standardized tests and surveys before and after the intervention. Three hypotheses were tested using analysis of covariance (ANCOVA), while the pre-test scores were used as covariates. Results: The findings revealed that structured debate significantly improved students' reading proficiency and autonomy compared to the control group. However, no significant impact on reading anxiety was observed

In spite of the centrality of education to children’s whole development, there is a high population of elementary school age children who are out of school owing to school refusal behaviour (SRB). School refusal is a maladjusted behaviour like truancy, school phobia, and absenteeism, anxiety disorder among other child motivated school attendance difficulties. The study investigates the therapeutic tendencies in drawing for correcting school refusal behaviour. A pretest-posttest quasi experimental research design was adopted. Two art therapy approaches were used as intervention strategy for five weeks, with some qualitative elements. Simple percentage was used to determine participants’ school attendance in percentage. Findings revealed that engaging school refusing children in illustrative arts can increase their school attendance. Similarly, it was found that exposing children with school refusal behaviour to drawing and image making facilitates punctuality in the classroom. It was recommended, among others, that public primary schools should be engaged in periodic art training to be able to facilitate art-based learning at cross-curricular level in public primary schools.

The pressure to publish in Scopus-indexed journals has created a culture of commodification, where knowledge is valued only for its marketability. This obsession for international publication has led to the marginalization of local knowledge, cultural diversity, and inclusive education. This paper critiques the Scopus-indexed journal publication as requirement for promotion of academics in Nigerian universities, arguing that it perpetuates knowledge commodification, undermines inclusivity, and marginalizes local knowledge production. We examine the consequences for Nigerian scholars, students, and communities, advocating for alternative knowledge production and dissemination models that value local contexts and diversity.

In the 21st Century complex and rapidly changing education landscape, traditional teaching approaches often struggle to engage diverse learners. Innovative approaches therefore become important for fostering inclusivity, creativity and critical thinking. This case study investigates the use of Computer-Generated Images (CGI) as a novel framework for inclusive education in Nigeria. A pretest-posttest control experimental research design was adopted. The experiment was carried out for four weeks using CGI classroom approach on 29 members of intact class of Junior basic II in a culturally diverse Government Primary School Atu, Cross River State. Nigeria. Upon four weeks of engagement in CGI learning strategy, Classroom Attendant Register (CAR), revealed that attendance percentage of culturally sensitive and withdrawn pupils increased significantly from 42.25% before CGI to 72.75% after CGI. From this finding, it is concluded that Computer-Generated Instruction (CGI) is a novel framework for inclusive education as it exhibits potential to: breakdown barriers to effective inclusion; promote social skills and increase classroom attendance. The study recomme among other things, that educators and policy makers should integrate CGI into educational materials to showcase diverse cultures, abilities and identities.

Education is an essential factor in the political and economic development of Africa. African countries have faced several challenges over the years, including political instability, poverty, and underdevelopment. These challenges have hindered economic growth and development in the region, leaving a significant portion of the population in abject poverty. Education has been identified as a critical tool in addressing these challenges and promoting economic and political development. This paper examines the role of education in the political and economic transformation of Africa in contemporary times, highlighting the challenges and opportunities associated with this process. It also discusses the various strategies that have been employed to improve the quality and accessibility of education in Africa, as well as the outcomes and impacts of these initiatives.

Over time, the public has had an outcry over the state of learners’ performances apportioning blame on various stakeholders, especially the teacher. The teacher has been blamed for ineffectiveness in the implementation of the school curriculum. Looking at the work of the teacher, he/she is seen juggling through series of tedious complex activities in a bid to making the realization of educational goals through the implementation of the curriculum. However, teacher motivation, which is one of the most important factors in the effective implementation of the curriculum, remains somehow without much emphasis in societal and polity discourse. Rather, the teacher is faced with motivation-based challenges that tend to impinge on the effective implementation of the curriculum. Thus, this paper has identified outstanding teacher motivational challenges as well as suggested various ways for motivating teachers if the curriculum must be effectively implemented

The decline in Nigeria economy compared to other emerging African states has been traced to its overdependence on a monotonous source of development. In spite of the huge amount of foreign exchange derived mainly from oil and gas resources, the challenge of actualizing an improved and sustained economy heightens as the downturn in oil and gas sector continues. The potential role of art in the present day Nigerian economy calls for a critical examination as the nation economy needs to be diversified from crude oil source. This review analyses several indices on the recent boom in the visual art sector and its implication for the present day Nigeria economy.