Browsing by Author "Abah, Joshua"
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- This research examines the challenges and prospects of marketing student-made software, focusing on key factors such as market recognition, infrastructural barriers, financial constraints, and competition from foreign brands. The study aims to provide an in-depth analysis of the current state of the Nigerian software industry, identifying obstacles that hinder its growth and opportunities that can be leveraged for expansion and development. A descriptive research design was employed to gather primary data from stakeholders, including student software developers, IT professionals, business owners, and end-users. The instrument for data collection is a validated researcher-developed questionnaire titled “Challenges and Prospects of Marketing Student-made Software”. The quantitative data from the questionnaires was analyzed using descriptive statistics of percentages, means, and standard deviations. The study's findings reveal that Nigerian student-made software faces significant market visibility challenges, primarily due to inadequate marketing strategies and consumer preference for foreign software solutions. Moreover, infrastructural deficiencies, particularly unreliable electricity and poor internet connectivity, significantly impact software adoption and development. Financial constraints, including limited access to venture capital and high-interest rates on loans, present another significant challenge. Many Nigerian software companies struggle to secure funding, limiting their ability to scale and compete effectively. Furthermore, competition from well-established foreign brands has made it difficult for local software firms to gain a foothold in both domestic and international markets. However, the study identifies promising opportunities in fintech, e-commerce, and education technology, where Nigerian developers can leverage localized solutions to meet specific market demands. The study concludes that overcoming these challenges requires a multi-faceted approach involving government support, improved infrastructure, increased funding opportunities, and strategic marketing efforts. Recommendations include the implementation of favourable government policies, investment in technology infrastructure, financial incentives for student software developers, and enhanced collaboration between industry stakeholders and academic institutions. The outcomes of this study expressed the hope that by addressing these barriers and harnessing available opportunities, Nigeria’s software industry can experience significant growth and contribute to the nation’s economic advancement. The study provides valuable insights for policymakers, business leaders, and technology innovators looking to foster a thriving software ecosystem in Nigeria.
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- 2025| UIAD SINJAIFormative assessments are important to determine learning success. There are many types of formative assessments, including numeracy literacy and project types. This research aimed to quantitatively analyze the differences in numeracy literacy-based formative assessments and project results during Social Statistics lectures. The research method used was descriptive with a quantitative approach. The research instrument used was the results of a formative assessment in the form of the Mid-Semester Examination.. Data analysis used descriptive statistical tests to present data and inferential statistics from the research sample, namely students of the 4th Semester 2023 Communication Science Study Program. Based on the results of descriptive statistics, The results of the normality test showed that both classes had a significance value above 0.05, so the data were normally distributed. The homogeneity test also produced a significance value of 0.100, indicating that the variances of both groups were homogeneous. With both assumptions met, the t-test produced a significance value of 0.766, indicating that there was no significant difference in the average scores between the numeracy literacy and project-based formative assessments. The results showed that the results of the formative assessment were normally distributed and homogeneous. The results of inferential statistical tests show that there is a significant difference between the test results in the experimental class and the control class. The next research recommendation is to design lectures using learning models that are relevant to numeracy literacy-based formative assessments.
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- The African philosophy of peace and human coexistence is a single piece of thread that weaves the fabric called Africa despite the continent’s multi-ethnic composition. The culture of shared goodness, communal justice and collective prosperity is present in the lived reality of the African people, no matter where they are located on the map. The larger portion of Southern Africa refers to this phenomenon as the concept of Ubuntu, but it is a fact that every true African society has always practised this brotherliness, albeit under different conceptualizations. The Alekwu traditional system of the Idoma people of North Central Nigeria is one such system. This article intends to project Alekwu, an often-misinterpreted moral code of conduct, as an elaborate way of life that sets out to uphold the good of all within the typical Idoma community. This paper presents a detailed review of existing scholarly works to conceptualise the richness of Alekwu as an African philosophy of peace within the framework of the African Indigenous Knowledge Systems (AIKS). First, the historical background to the Alekwu Traditional System was presented, followed by a discussion on the African philosophy of peace. Next is a detailed examination of the Alekwu system. Afterward, there is a justification of Alekwu as a philosophy of peace for Africa. The implications of this conceptualisation for AIKS were considered with a call for further scholarship on reshaping African identities through coloniality, popularising hybrid and evolving identities rooted in African contexts.
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- The use of generative artificial intelligence (GenAI) chatbots in brands is growing exponentially, and higher education institutions are not unaware of how such tools effectively shape the attitudes and behavioral intentions of students. These chatbots are able to synthesize an enormous amount of data input and can create contextually aware, human-like conversational content that is not limited to simple scripted responses. This study examines the factors that determine chatbot brand trust in the adoption of GenAI in higher education. By extending the Technology Acceptance Model (TAM) with the construct of brand trust, the study introduces a novel contribution to the literature, offering fresh insights into how trust in GenAI chatbots is developed within the academic context. Using the convenience sampling technique, a sample of 609 students from public universities in North Central and Southwestern Nigeria was selected. The collected data were analyzed via partial least squares structural equation modelling. The results indicated that attitudes toward chatbots determine behavioral intentions and GenAI chatbot brand trust. Surprisingly, behavioral intentions do not affect GenAI chatbot brand trust. Similarly, the perceived ease of use of chatbots does not determine behavioral intention or attitudes toward GenAI chatbot adoption but rather determines perceived usefulness. Additionally, the perceived usefulness of chatbots affects behavioral intention and attitudes toward GenAI chatbot adoption. Moreover, social influence affects behavioral intention, perceived ease of use, perceived usefulness and attitudes toward GenAI chatbot adoption. The implications of the findings for higher education institutions are that homegrown GenAI chatbots that align with the principles of the institution should be developed, creating an environment that promotes a positive attitude toward these technologies. Specifically, the study recommends that policymakers and university administrators establish clear institutional guidelines for the design, deployment, and ethical use of homegrown GenAI chatbots, ensuring alignment with educational goals and safeguarding student trust.
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- 2025| Tanta University, Fa...This empirical study deploys a partial least squares structural equation modelling (PLS-SEM) to investigate the effects of Demographic factors such as gender, location and usage duration on Grade-12 mathematics learners‘ receptiveness to Siyavula Educational Application (SEA), a learning managements system (LMS) for basic schools in South Africa. The sample comprises 272 Learners chosen from six randomly selected schools out of a total of 52 high schools were actively using SEA in uMhlathuze circuit of King Cetshwayo District. Three of the sample schools are located in urban areas while the other three are located in rural areas. The study extended the Technology Acceptance Model (TAM) by conceptualizing perceived accessibility (PA), perceived social influence (PSI), perceived skill readiness (PSR) and computer self-efficiency (CSE), thereby developing a new integrated model (SEATAM) designed to understand the actual use of SEA in the context of learning mathematics by grade 12 learners. Analysis of the results indicates that three pathways (Attitude Towards Technology effect on Actual Usage, Perceived Social Influence effect on Attitude Towards Technology, and Perceived Usefulness effect on Actual Usage) are affected by gender; two pathways (Attitude Towards Technology effect on Actual Usage, and Perceived Usefulness effect on Actual Usage) are affected by the residential location variable; and that hours spent has no significant effect on learners‘ receptiveness to SEA. The implications of the findings were discussed with a recommendation for cogent LMS designs that can conveniently help rural students to be academically competitive with their urban counterparts. This study contributes further insights to the field of new technology usage, user acceptance research, LMS receptiveness, and information systems in its development of the SEATAM model.
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- Statistical software packages are essential tools in undergraduate education, particularly in the Fourth Industrial Revolution, enabling students to perform complex data analyses and gain practical experience in statistical methods. The integration of these tools into the curricula enhances students’ analytical skills and prepares them for data-driven decision-making in various fields. This study investigates the utilization of statistical packages by undergraduates of Mathematics Education at a university in West Africa. The study aims to determine the level of use of statistical packages among students, identify the challenges faced, and propose strategies to overcome these challenges. A descriptive survey design was used, with data collected from 150 students using structured questionnaires. The data were analysed using descriptive statistics of mean and standard deviation. The results indicate that the students showed moderate use of statistical packages, with a cluster mean of 2.88 (SD = 1.09). With respect to the challenges faced in the utilization of statistical packages, the primary barriers included limited access to computers and the internet (mean = 2.97), high software costs (mean = 2.93), and insufficient training opportunities (mean = 2.99). Based on the findings, the study concluded that while students are aware of statistical packages, their usage remains moderate, hindered by infrastructural and training deficiencies. Strategies such as integrating software training into the curriculum and providing access to free or open-source tools are recommended. Integrating these tools into curricula in the present era of the Fourth Industrial Revolution, supported by appropriate resources and training, is essential to foster a comprehensive understanding of statistical methods and their applications.
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- The dynamics of Science, Technology, Engineering and Mathematics (STEM) teacher preparation has changed very dramatically in line with present-day realities and the demands of the emerging global environment. This work explores in detail the exigencies of global issues as they influence STEM education with specific attention given to 21st century skills, impact of technology, mathematics competencies, climate change, global competencies, and equity, diversity and inclusiveness. The article canvases for novel approaches to preparing STEM teachers who are skilled and knowledgeable practitioners, culturally aware, know about world events and global dynamics, literate for the 21st century, collaborative team members, effective users of technology and media, and responsible and ethical citizens. Recommendations on the knowledge, skills and attitudes that STEM teacher preparation should project were also given.
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