IGIRIGI: A Multi-Disciplinary Journal of African Studies

IGIRIGI: A Multi-Disciplinary Journal of African Studies Vol. 6 No. 1 2026

2026-04-06

IGIRIGI: A Multi-Disciplinary Journal of African Studies Vol. 6 No. 1 2026 Complete issue CLICK ON THE PDF link to download the complete Booklet with the cover page.

CONTRASTIVE ANALYSIS OF ENGLISH AND KORO ASHE PLOSIVES IMPLICATION FOR ESL LEARNING

JATAU, Stephen, Ph.D — 2026-03-15

The study examines the Contrastive Analysis of English and Koro Ashe plosives; Implication for ESL Learning. The paper aimed at contrasting the English and Koro Ashe plosives in order to asserting the areas of their divergence and convergence for improved pedagogy. The study was guided by two (2) research objectives and two (2) research questions. The research design employed in carrying out this investigation was descriptive survey. The population of this study consisted of Koro Ashe primary 4 ESL learners in Karu Local Government Areas Nasarawa State. The sampling technique used in the study was multistage random sampling in which 20 Koro Ashe primary 4 ESL learners were randomly selected for the study. The researcher used Test of phonology production (TPP) as an instrument to carry out this investigation. Contrastive Analysis (CA) theory was used to conduct the study. Simple frequency count and percentage were the methods employed to analyse the data for this research. The findings of the study showed that, the dental consonant sounds /θ/& /ð/, posed pronunciation difficulty to most Koro Ashe ESL learners due to the absence of the sounds in the phonemic inventory of Koro Ashe. The dental fricatives /θ/ was substitute for /t/ in the word ‘through’ /θru:/ to pronounce as /tru:/, while the consonant /ð/ in the word ‘then’ /ðen/ was pronounced [den]. The errors made by the subjects were stemmed from L1 interference to L2, the complex nature of English language spelling system and developmental errors arose from incomplete learning. It was recommended that oral aspect of this spoken English should be taught earlier to our children in nursery and primary schools, to minimize the pronunciation problem that affects the speech of adult L2 speakers of English.

EFFECTS OF SEMANTIC MAPPING INSTRUCTION ON READING COMPREHENSION OF PUBLIC SENIOR SECONDARY SCHOOL STUDENTS IN KEFFI LOCAL GOVERNMENT OF NASARAWA STATE

Salome Talatu DAUDA — 2026-03-15

Reading comprehension is a vital aspect of the examination conducted by West African Examination Council (WAEC) and National Examination Council (NECO) for final year students in secondary schools in Nigeria. Reports from the bodies revealed that many students performed poorly in the aspect of reading comprehension. Reading comprehension contributes to a reader’s overall language development because the more an individual reads, the more words they acquire and are able to communicate using most appropriate words. The semantic mapping strategy is a visual learning tool that helps readers organize and connect ideas using maps. The study investigated the effect of semantic mapping strategy on reading comprehension of senior secondary school students in Keffi Local Government Area of Nasarawa state, Nigeria. All the senior secondary schools students 2 (SS II) in Keffi Local Government Area made up the population of the study while 100 (one hundred) students, 50 (fifty) each from two schools, out of the seven senior secondary schools in the Local Government Area, made up the sample for the study. The two schools used as sample were randomly selected as the experimental and the control groups. While the experimental group was exposed to the treatment, the control group was treated to an alternative method. The quasi experimental research design was adopted in this study since scheduling and implementation of experimental treatment conditions or randomization and grouping of subjects were not possible. The data for the study were collected using the English Reading Comprehension Achievement Test (ERCAT) which was based on one reading passage. The comprehension passage was adapted from WAEC/SSCE (2023) because it is a standardized examinations. The instrument consisted of three sections which were required to answer the three research questions of the study. The same instrument was used and administered as pre-test and post-test. The achievement test required students to use semantic mapping to answer literal, inferential and critical comprehension questions. The statistical tools used to analyze data included t-test and Analysis of Covariance (ANCOVA). The findings showed better performance of students’ achievement in the posttest than that of the pretest. Following the intervention, the Experimental group, which was taught using the Semantic Mapping Strategy, saw its average score move up to 9.94, while the Control group, which continued with conventional methods, experienced only a modest increase to 0.80. It also revealed that the students’ performance in reading comprehension after instruction in semantic mapping is improved. Following the findings, these recommendations among others were made by the researcher: that teachers of English Language should use semantic mapping during reading sessions. The researcher is of the view that a student’s success in reading comprehension will adversely bring about success in other subjects thereby causing an all-round academic success. Furthermore, deliberate efforts backed with the necessary action by the government at all levels need to be made to provide teaching and learning materials especially on reading comprehension and strategies to teach it.

ELECTORATES’ PERCEPTION OF ELECTORAL CAMPAIGN MANIFESTOS AND POST-ELECTION PERFORMANCES OF GOVERNORS IN EKITI STATE FROM 2010-2024

Oguntuase, Ezekiel Olaniran — 2026-03-15

This study examined electorates’ perception of electoral campaign manifestos and the post-election performances of governors in Ekiti State from 2010 to 2024. As electoral manifestos serve as key tools for candidates to communicate policy intentions, there is often a gap between campaign promises and actual governance, raising questions about accountability. The study addressed the limited research on how electorates assess the alignment between pre-election pledges and post-election performance across multiple election cycles. Using a mixed-methods approach, data were collected from 400 respondents in Ado-Ekiti, the state capital, through structured questionnaires and focus group discussions. Findings reveal a significant relationship between electorates’ perceptions of campaign manifestos and their assessment of governors’ fulfillment of promises. Post-election performance was largely influenced by the extent of alignment with campaign pledges, while governance effectiveness, transparency, political communication, and socioeconomic conditions emerged as key determinants of voter perceptions. Furthermore, evaluations of manifesto fulfillment significantly influenced future voting behaviour and political participation. The study concludes that bridging the gap between campaign promises and actual governance is critical for enhancing public trust, accountability, and democratic engagement. It recommends that candidates develop realistic, well-structured manifestos and maintain transparent, effective governance to strengthen electorates’ confidence and participation in the political process.

EFFECT OF BLENDED TEACHING APPROACH ON GENDER ACHIEVEMENT IN COMPOSITION WRITING IN STATE COLLEGES OF EDUCATION IN NORTH CENTRAL, NIGERIA

Immaculate Nkechi Dona-Ezenne — 2026-03-15

The importance of effective writing in academics, professional and daily interactions cannot be over emphasised. Thus, the need to ensure that composition writing skills are appropriately and comprehensively taught to teacher trainees, especially as the teaching and learning method had remained traditional. This study investigates the effect of blended teaching approach on gender achievement in composition writing in state Colleges of Education in North Central, Nigeria. It is guided by five research questions and five hypotheses. Using a quasi-experimental design, 75 teacher trainees (38 male and 37 female) who took part in the blended teaching intervention were assessed through pre-tests and post-tests composition writing Assessment Test (WAT, with a validated rubric (α = 0.85). Data collection involved scripts from experimental group only. Data analysis used ANOVA and t-tests to compare mean scores. Results reveal significant improvement in writing skills of male taught via blended approach compared to their female classmate. The findings suggest adopting blended teaching to enhance composition writing outcomes for both gender.

ỤMỤỌKPỤ IGBO: O DOZI KA Ọ BỤ Ọ DỌGHA OBODO?

Dr. Benedict Nkemdirim Igbokwe — 2026-03-15

ỤMỊ EDEMEDE Ọ bụ eziokwu na okwu banyere omenala na ọdịbendị ndị Igbo kacha metụta ndị nwoke mana ụmụnwanyị bụ e jewe a ghaghị n’okwu ndị banyere udo, ịdịnotu na ọganiihu obodo ọ bụla. Ụfọdụ okwu ndị a na-ekwu megide ụmụọkpụ na-egosi na e nwere ọtụtụ nghọtahie banyere ọnọdụ ha nakwa ọrụ ndị ha na-arụ maka ọdịmma ezinụlọ nakwa obodo n’ozuzu oke. Nchọcha a so na mbọ na-aga n’ihu iji kwụsị aha ọjọọ a na-akpọ ụmụ̣ọkpụ site n’ịgba n’anwụ, uru ndị ahụ ụmụọkpụ na-abara obodo. Nchọcha a, nke gbasooro usoro sọvee gbagịdekwara ụkwụ n’atụtụ nchọcha structural Functionalism Theory, wee leba anya n’ọnọdụ ụmụọkpụ n’ime steeti ise dị n’ala Igbo, wee sitekwa na ntụcha na ntụchazi ihe ndị a hụrụ wee kwusie ya ike na ọrụ ụmụọkpụ dịka ndị odozi obodo, e nweghị atụ na ngalaba niile nke ndụ. Nchọcha a nke bụ maka ọdịmma ndị naara enwe nghọtahie banyere ọnọdụ ụmụọkpụ n’ala Igbo, ndị na-eme nchọcha nakwa ụmụafọ Igbo niile, nyekwara ezi ntụzịaka ndị a ga-agbaso maka ọdịniihu.

A METALEXICOGRAPHIC EXAMINATION OF PARTS OF SPEECH (POS) TREATMENT IN SELECTED IGBO DICTIONARIES

Ebele Nwamaka Anajemba — 2026-04-17

Lexicography is a dynamic field concerned with the theoretical and practical dimensions of dictionary compilation. As languages undergo constant change, new lexical entries are introduced daily, necessitating systematic documentation to provide writers and speakers with a robust choice of expressions. This study provides a metalexicographic examination of the treatment of Parts of Speech (PoS) within the content forms; nouns, verbs, adjectivals, and adverbials across seven selected Igbo-English bilingual dictionaries published between 1972 and 2014. Adopting a descriptive qualitative methodology, the research assesses how these dictionaries handle morphological and syntactic information, such as classification of qualificative nouns, transitivity, and verbal derivatives. Findings reveal significant structural inconsistencies and a lack of uniformity in PoS tagging across the selected dictionaries. While Williamson (2013) and Akponye (2014) provide robust morphological data and usage examples Nnaji (1985) and Eke (2001) function primarily as bilingual wordlists with minimal grammatical guidance. Identified discrepancies however are attributable to lack of specialized lexicographic training and unresolved debates within Igbo linguistic theory. In conclusion, for future Igbo dictionaries to meet international standards and effectively serve for pedagogical purposes; this study recommends that there is an urgent need for standardized PoS labeling, mandatory inclusion of contextual usage examples, and closer collaboration between lexicographers and theoretical linguists.

GLOBALIZATION AND THE GLOBAL SOUTH: BENEFITS AND MAJOR SETBACKS

Ndubuisi Anthony Ugwu — 2026-04-17

This study explored the multifaceted impact of globalization on development trajectories in the Global South. The ripple effects of globalization have become a source of concern, with particular worry on how it reshapes economies, political systems, and cultures across the global south, thus necessitating this study which employed a comparative case study approach and thematic analysis to examine how these impacts vary across regions. Dependency Theory pioneered by scholars like Raúl Prebisch in 1950 served as the theoretical framework. The study revealed a varied economic impact, with some countries achieving growth and others struggling with dependence on commodities. To maximize benefits and mitigate negative consequences, the study recommendations targeted state policies, culturally sensitive development, and strengthened international agreements.

EFFECTS OF BILINGUAL INSTRUCTION ON THE PERFORMANCE OF SOME INTERNALLY DISPLACED PRIMARY SCHOOL PUPILS IN BASIC SCIENCE IN NIGERIA: A CASE STUDY OF SOKOTO STATE

Alhaji Auwalu Isa — 2026-04-17

Effective language planning is crucial to the success of primary education in a multi-lingual setting like Nigeria in which the language of the home – mother tongue is quite often different from that of the school. The mode of instruction used by teachers in teaching seems to be contributory to the performance of pupils in the school. This study investigated the “Effects of Bilingual instruction on the Performance of Internally Displaced Primary school pupils in Basic science in Nigeria” with the view to improving such. The research adopted the pre-test, post-test and post-test approach. Subjects for the study were selected to form two groups. Basic science Achievement test was used to collect data. Five hypotheses were tested and data were analysed using inferential statistics of the independent t-test. The result of the study showed that there was significant effect of treatment (Bilingual instruction) on Internally Displaced Primary school pupils’ performance in Basic science. The research, therefore, recommends, among other things that Bilingual education system should be practiced in all the primary schools in the Internally Displaced persons areas to cushion their social predicament in Nigeria particularly beginning at the transitional level (Primary 4) and which would serve a measure of rescuing the deteriorating standard of Primary education for the smooth transition from first language (mother tongue) to second language (official language) thereby enhancing pupils’ academic performance.

REDUPLICATION IN OLÙKÙMI AND Ọ̀WỌ̀ DIALECTS OF YORÙBÁ: A COMPARATIVE STUDY

Fatai Toyin Kareem — 2026-04-17

Reduplication is a morphological process where a part or a whole of the base is copied to derive a new word. The existing research literature reveals that the previous studies on reduplication concentrated on the standard Yorùbá, comparatively there is adearth of research on Yorùbá dialects in respect to reduplication, particularly the lesser-known dialect like Olùkùmi. Therefore, this study intends to fill the gap by exploring the morpho-semantic properties of reduplicated word in Olùkùmi and Ọ̀wọ̀ dialects of Yorùbá within the paradigm of Morphological Doubling Theory (MDT) proposed by Inkela and Zoll (2005).The primary aim of this study is to describe and compare reduplication in terms of form and meaning in the two dialects. Data were drawn through observation and interview of the four purposively selected native speakers, each in Olùkùmi spoken in Ugbodu spoken in Delta state and Ọ̀̀wọ̀ spoken in Ọ̀wọ̀ town , Ondo state. The findings reveal that reduplication is a productive morphological process in Olùkùmi and Ọ̀wọ̀ dialects as shown on its significant roles in language use and communication. Both dialects employ partial and total reduplication to convey varying semantic purposes which include but not limited to lineage, plurality, adjective, adverb, measurement, agent and emphasis. However, it is shown in the study that total reduplication does not perform agent function in Olùkùmi as fisherman is expressed as ẹnẹ kpẹza instead of kpẹzakpẹza. This study not only shed more light on the morpho-semantic properties of reduplication in Olùkùmi and Ọ̀wọ̀ but also serves as a vehicle of language documentation, preservation and revitalization especially the lesser-known dialect like Olùkùmi.

DECOLONIZING THE STAGE: REHEARSAL PRACTICES, INSTITUTIONAL POWER, AND THE POLITICS OF NIGERIAN THEATRE MAKING

Onyeashie, James E — 2026-04-17

This article examines the rehearsal process as a critical yet under-theorized site of decolonial intervention in Nigerian theatre making. While scholarship on African theatre has extensively addressed questions of content, text, and representation, the rehearsal space where embodied practices, power relations, and aesthetic values are negotiated remains largely unexamined. Drawing on Samuel Ravengai’s concept of “Afroscenology” (2024) and ethnographic research with theatre practitioners in Nigeria, this article argues that rehearsal practices are not neutral technical procedures but sites where coloniality is either reproduced or contested. It proposes a framework for decolonizing rehearsal through attention to embodied knowledge, the recovery of indigenous performance pedagogies from traditions such as Yoruba Alárìnjó and Igbo Mmanwu, institutional accountability, and the reconfiguration of directorial authority. The article contributes to emerging scholarship on decolonial praxis in Nigerian performance studies by offering both theoretical analysis and practical strategies for transformation.

A COMPARATIVE ANALYSIS OF OPERATORS IN ETULO AND IGBO

Adaobì Ngozi Okoye — 2026-04-17

This paper presents a comparative analysis of tense and aspect (operators) in Etulo and Igbo using the Role and Reference Grammar (RRG) framework. It examines the morphosyntactic and semantic realization of tense and aspect in both languages, focusing on the functional layering of the clause. The study reveals that while both languages are aspect-prominent, they deploy distinct strategies for marking tense and aspect. Igbo relies on tonal patterns and prefixes, while Etulo utilizes auxiliary particles and adverbials; for instance the morpheme wa which marks perfective aspect in Etulo occupies the sentence final position in some cases while the morpheme that indicates progressive aspect occupies the clause medial position. The findings highlight the typological significance of operator placement in RRG and the diachronic divergence within Niger-Congo languages.

DIACRITICAL MARKS IN FRENCH AND YORUBA LANGUAGE; POINT OF CONVERGENCE AND DIVERGENCE

Dr Eunice Modupefabiyi — 2026-04-17

Language is not only a tool for communication but also a carrier of culture, identity, and meaning. Among the many features that give language its richness, diacritical marks play a crucial role in shaping pronunciation, meaning, and interpretation. Diacritical marks play an important role in many languages because they guide pronunciation and meaning in words that are homographs. In both French and Yoruba, these marks serve as essential linguistic tools, although they operate in different ways. In the two languages the utilisation of these accents is very important because without them there will be a lot of confusion for the speakers of the languages. This study examines the points of convergence and divergence in the use of diacritical marks in French and Yoruba. French employs diacritics such as the acute (é), grave (è), circumflex (â), cedilla (ç), and diaeresis (ë) mainly to influence pronunciation, indicate historical spelling, or distinguish between similar words. Yoruba, on the other hand, uses tone marks and under dots to indicate tonal variation and vowel quality, which are crucial for meaning since Yoruba is a tonal language. The paper adopts a comparative and descriptive approaches to highlight how these orthographic features reflect deeper phonological and cultural realities. It reveals that although both languages share the use of diacritics as visual guides in written communication, Yoruba and French depend heavily on them for semantic clarity. By examining these similarities and differences, this study contributes to cross-linguistic understanding and emphasizes the importance of diacritics in preserving linguistic identity and accuracy in communication.

A SYSTEMATIC REVIEW OF THE SURVEYS OF ENGLISH IN NIGERIA

Wakkai Hosanna Hussaini — 2026-04-17

English varies with group in terms of place and class. A survey of one of the English variant refers to an either quantitative or qualitative study conducted to determine the overall state of the English variant used by a group. While a systematic review of surveys of the English is an evaluation of selected surveys conducted on the English used by a group within a period to provide an up-to-date account of the English used in Nigeria. Systematically reviewing the existing surveys on the English used in Nigeria is what has been neglected. Consequently, the study identifies the criteria used by the surveyors for categorising the English used by Nigerian and examines the pattern of development in the surveys. In achieving these, six key surveys of the English in Nigeria, conducted within 1958 to 2025, are selected and systematically reviewed within the theoretical framework of sociolinguistics. The results indicate that linguistics, intelligibility, sociolinguistics, region and social class are the variables used by scholars to categorise the use of English in Nigeria, with the variable of education considered as the most influential. Developments in the English categorisation was first determined by criterion of education, through others to the criterion of sociolinguistics. However, early and frequent exposure to the English are observed to be the overriding criterion for the acquisition of highly categorised competence in the use of English by Nigerians. Using the criterion of early and frequent exposure to the English should therefore be used in further surveys to categorise the English used by Nigerians.

AUTOSEGMENTAL ANALYSIS OF TONE AS NEGATION MARKER IN ÌJÈ͙S͙À DIALECT OF YORÙBÁ

ADEKUNLE, Basirat Omolola — 2026-04-17

Negation is universal to all languages of the world but the means of marking negation are different from one language to another. This study examines tone as a negation marker in the Ìjè͙s̟à dialect of Yoruba. The objectives of this study are to: examine the process of vowel lengthening and types of tone in Ìjè͙s̟à; enumerate the functions of tone in Ìjè͙s̟à and analyse the operation of tone as a negative marker in the dialect. Data for this study were collected through the Interview method, which is one of the elicitation techniques. Five Ìjè͙s̟à native speakers were interviewed, of whom three were males, while two were females. The autosegmental theory propounded by Goldsmith (1976) is used for the analysis of this study. This study found that Ìjè͙s̟à uses the three tones as the major means of changing positive statements to negative ones in the dialect. The study concludes that tone marks negation in Ìjè͙s̟à through vowel lengthening.

THE ROLE OF TEACHERS IN TEXTBOOK EVALUATION: NEW EFFECTIVE ENGLISH COURSE FOR SENIOR SECONDARY SCHOOLS 1-3 A CASE STUDY OF SENIOR SECONDARY SCHOOLS IN KANO STATE

Ibrahim Salihu Mohammed PhD — 2026-04-17

English Language in Nigerian schools be it advanced or ordinary level of education has suffered a setback in recent years in terms of its usage. Students of Senior Secondary Schools in most of the local governments from whom adequate and background proficiency in English is expected, cannot for instance, produce or construct a well-structured and error free sentence in English. It is appalling and indeed embarrassing to listen to, or read students’ essays at the Senior Secondary School level today, with gross misuse and abuse of language. The aim of the study investigates the adequacy of a language teaching material (textbook), with special reference to the New effective English course for Senior Secondary Schools 1-3 ( written in line with the New NERDC 9 year basic education curriculum) using some Senior Secondary Schools in the Kano State Local Governments as a case study. It is worrisome because, Senior Secondary Students cannot speak English correctly even after they had been taught the English language. These are students supposed to obtained the basic rudiments of the language that are required to obtain a minimum qualification requirement for gaining admission into higher institutions at the foundation level in Nigeria. The study is anchored on Vygotsky (2012), theoretical framework, which states that learning occurs through social interaction within the zone of proximal development (ZPD) that is a good ESL textbook scaffolds learners’ language development and encourages collaboration, dialogue, and mediated learning. Finding shows that a good language textbook enhances appropriate spoken skills, and lack of appropriate evaluation of the teaching material results to poor usage. It makes recommendations towards ameliorating the problem by teachers playing adequate textbook evaluation.

COMMUNICATIVE VALUES OF SOME SELECTED OBJECTS AMONG THE AWGBU IN ORUMBA NORTH OF ANAMBRA

Ebube Chukwukaeme — 2026-04-17

Communication entails acquiring and sharing with either individual or group. There are some communicative objects, which only have meaning as ascribed to them in the society. The mode, form and manner of communication vary from age to age and from culture to culture. Igbo culture is filled with objects of varying significances. It is generally believed among the Igbo that there is an erosion of cultural values since the inception of modern technology and mass media. The study identifies some of the non-verbal means of communication among the Awgbu (in Orumba North Local Government Area of Anambra, Nigeria). The data for the study were collected through primary and secondary sources. The study employed interview and focus group discussion in the collection of primary data, while the secondary data were collected from some selected published materials: Anyanwu (2005), and Ogbu (2013). The participants for this study were between the ages of 16 and 81 years. The study is anchored on the symbolic interactionism by Blumer (1969) which states that human life is based on symbols which are culturally derived social objects that have meanings which are created and maintained by individuals in the society through social interaction. The study reveals the traditional modes of communication such as ọmụ nkwụ (palm frond), Ụdala (African cherry), Mkpọnana (canon explosive), ogene (gong), and nzu (white chalk) are still in use and very effective in disseminating information among the people with some modifications in some instances. The study recommends the teaching of non-verbal means of communication to younger people not only informally but also in schools for preservation and continuity.

Keywords: Non-verbal communication, symbols, objects, information, interaction, mass media

RITES OF PASSAGE AND THE DISRUPTION OF FEMALE EDUCATION IN KHADY’S MUTILÉE: A FEMALE BILDUNGSROMAN PERSPECTIVE

AHMED TITILADE M. O. — 2026-04-17

A rite of passage is a ceremonial event that marks an individual’s transition from one social or religious status to another. Rites of passage in Khady’s Mutilee are considered as a rigid convergence of cultural expectations and life-altering barriers that redirect a girl’s path from a classroom to marriage. This is designed to enforce traditional or cultural conformity. Thus, this paper examines how rites of passage in Khady’s Mutilée impede the educational development and personal growth of the protagonist, Khady. Drawing on the theoretical framework of the contemporary female Bildungsroman, the study argues that the cultural rituals imposed upon Khady, particularly female genital mutilation and the social expectations that follow initiation rites, interrupt her journey toward intellectual and psychological maturity. Thus, all these cultural rituals depicted in Mutilée are not considered as rites of passage but a violation of fundamental women’s rights. Unlike the classical Bildungsroman in which the protagonist progresses toward self-realization and social integration, Khady’s development is constrained by patriarchal traditions that redefine her identity primarily in terms of marriage and reproductive roles. Through close reading analysis, the paper demonstrates how Khady the writer, the narrator and the protagonist of Mutilée critiques the cultural practices that transform rites of passage into mechanisms of gendered control, thereby limiting girls’ educational opportunities and reinforcing patriarchal domination. The narrative reveals that the convergence of initiation rituals and early marriage not only interrupts the educational trajectory of girls but also shapes their identity formation within a system that privileges patriarchal authority. Ultimately, the paper argues that Mutilée exposes the structural challenges confronting girls as they navigate the passage to womanhood in a hostile world, while simultaneously foregrounding the importance of education as a pathway toward autonomy and self-determination. This paper therefore recommends formal education as a weapon for African women to overcome hegemonic restrictions.

ASSESSING SEMINARIANS’ APPROACH TO WHATSAPP INFODEMICS AND INFORMATION OVERLOAD

Okhueleigbe, Osemhantie Amos, Ph.D — 2026-04-18

This work investigated seminarians’ approaches to WhatsApp infodemics and information overload, a growing challenge in digital ecclesial contexts. Anchored on information overload theory, cognitive load theory, and stress and coping theory, the research examined how seminarians perceive, process, and respond to incessant WhatsApp communications. Employing a cross-sectional quantitative descriptive survey design, the study targeted all 47 Catholic diocesan seminarians of Uromi Diocese across three Nigerian seminaries: All Saints, Ekpoma, SS. Peter and Paul, Bodija, and St. Albert the Great, Abeokuta, using 15-item four-point Likert scale questionnaire administered via Google Forms. With 43 valid responses (91.49% response rate), instrument validity was ensured through expert review, while reliability was confirmed with a Cronbach’s alpha coefficience of 0.89. Findings show that seminarians experience significant and pervasive information overload, often resorting to avoidance and prioritization as coping mechanisms, yet struggling with consistency in organizational habits. While media literacy is embraced for validation purposes, its practical application remains weak. The study concluded that unchecked information overload constitutes a pandemic of the mind, threatening seminarians’ vocational formation and future ministry. Consequently, it recommended stricter group communication guidelines, structured digital literacy workshops, and mandatory curriculum integration of applied media literacy skills. By equipping seminarians with these competencies, formation houses can transform the challenge of infodemics into an opportunity for disciplined digital engagement and priestly readiness.

ASSESSMENT OF METHODS SECONDARY SCHOOL TEACHERS USE TO TEACH READING COMPREHENSION IN ILORIN METROPOLIS, KWARA STATE, NIGERIA

ABDULWAHEED ABIODUN ABDULRAHMAN — 2026-04-18

Scholarly researches, chief Examiners’ reports and results of senior secondary school students’ in external examinations have continued to reflect students’ poor performance in reading ability and comprehension. Reading comprehension is a vital component of academic success and literacy development, especially in Nigeria, where English is the primary medium of instruction. Despite its importance, students in Ilorin metropolis continue to perform poorly in reading related tasks, raising concern about the effectiveness of current teaching methods. This study examines the influence of teacher variables - gender, age, qualification, experience, school type and location – on methods being used to teach reading comprehension in secondary schools. A descriptive survey design was adopted, and data were collected using a researcher-designed questionnaire titled: Assessment of Methods Secondary School Teachers’ Use to Teach Reading Comprehension in Ilorin Metropolis (AMESSECTETERECO). Fifty English Language teachers’ from public and private schools were randomly selected. Descriptive and inferential statistics, including the t-test and ANOVA, were used for data analysis. Findings revealed that student–centered methods such as group discussion and summarization of texts are the most frequently used teaching methods. While some teachers still employ lecture-based and grammar-focused approaches, the shift toward interactive methods is evident. However, limited library resources and inadequate instructional materials hinder effective reading instruction. The study also found no significant difference in teaching methods based on teachers’ variables. It was therefore recommended that interactive teaching strategies, instructional resources and regular teacher training are to be put in place for improved performance in reading comprehension.

IMMANUEL KANT’S CATEGORICAL IMPERATIVE AND THE NIGERIA’S DIGITAL ECOSYSTEM: TOWARDS ACHIEVING DIGITAL RESPONSIBILITY

Anthony Uzochukwu Ufearoh, PhD — 2026-04-18

Though Nigeria has one of the fastest-growing digital economy in African continent, a digital boom so to say, there is a dire ethical challenge in data privacy, surveillance, and online misinformation. The present paper explores the possibility of using the categorical imperative of Immanuel Kant as a framework for creating digital responsibility in the Nigerian digital arena. The approach is analytical. The focus is on how Kantian ethics can be employed to fecundate modern and responsible digital citizenship through an analysis and evaluation of already existing digital laws, enforcement procedures, and online habits. The discovery finds the existing procedures or practices ethically wanting insofar as human beings, the digital citizens are treated as means rather end in the Nigerian digital world. The positive elements of intrinsic worth, sense of duty, universalizability principle, and autonomy as found in Kantian ethics are indispensable ingredients in achieving humane and responsible digital ecosystem. It is the thesis of the paper that baring its absolutist tendency, a good application of Kantian categorical imperative can serve to fecundate responsible digital citizenship thereby curbing the above ethical deficiency.