The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. https://140.105.46.132:443/xmlui 2026-03-16T05:28:27Z 2026-03-16T05:28:27Z FADEYI, VICTORIA OLUBOLA http://hdl.handle.net/123456789/2409 2025-12-15T13:26:24Z 2023-10-01T00:00:00Z

INFORMATION LITERACY SKILLS, INFORMATION SECURITY AWARENESS, E-RESOURCES USE AND SCHOLARLY PUBLICATIONS OUTPUT OF LECTURERS IN FEDERAL UNIVERSITIES IN THE NORTH-CENTRAL, NIGERIA FADEYI, VICTORIA OLUBOLA Scholarly Publications Output (SPO) which includes books, journal articles, technical reports and conference proceedings is one of the measures of research productivity of lecturers. However, reports have revealed a decline in the SPO of many lecturers in federal universities in the North-central, Nigeria. Previous studies have focused largely on quantity, level and types of SPO, with little emphasis on the factors that influence lecturers’ SPO. This study, therefore, was carried out to investigate Information Literacy Skills - ILS, Information Security Awareness - ISA and E-resources Use as predictors of lecturers’ SPO in federal universities in the North-central Nigeria. The Job Performance, Diffusion of Innovation and Protection Motivation theories provided the framework, while descriptive survey design of correlational type was adopted. The seven federal universities in the North-central, Nigeria were enumerated with a population of 5185 lecturers. Stratified random sampling technique was used to select 60.0% of departments in each of the universities (Federal University, Lafia – 13; Federal University, Lokoja, - 7; Federal University of Technology, Minna – 25; University of Abuja – 27; University of Agriculture, Makurdi – 23; University of Ilorin – 71 and University of Jos – 47). The disproportionate stratified random sampling technique was used to select 1065 lecturers (five per department). The instruments used were Information Literacy Skills (α=0.81), Information Security Awareness (α=0.79), E-resources Use (α=0.84) and Scholarly Publications Output (r=0.75) scales. Data were analysed using Descriptive statistics, Pearson product moment correlation and Multiple regression analysis at 0.05 level of significance. Lecturers’ age was 42.7±10.2 years and 61.3% were male. There was a moderate level of lecturers’ ILS (weighted 2.61) and ISA (2.67) as against the threshold of 2.50. Majority of the lecturers (71.5%) acquired ILS through workshops and seminars. The main purpose of e-resources use was to enrich research work with relevant information from other disciplines (59.3%). Frequently used e-resources were social networking sites (42.7%) and SPO that are regularly published by lecturers are articles in learned journals (68.2%), conference proceedings (60.2%) and occasional papers (67.4%). The ILS (r=0.58), ISA (r=0.17), E-resources Use (r=0.51) had significant relationships with SPO. The ILS, ISA and E-resources Use jointly contributed to SPO (F(3;1017) = 18511.63; Adj. R2=0.981) accounting for 98.0% of its variance. ILS (β=0.83), ISA (β=0.83) and E-resources Use (β=0.71) had significant relative contribution to SPO of lecturers in federal universities in the North-central, Nigeria. Information literacy skills, information security awareness and e-resources use influenced scholarly publications output of lecturers in federal universities in the North-central, Nigeria. Lecturers should give adequate attention to these factors to increase their scholarly publications output

2023-10-01T00:00:00Z AKINBILE, Samson Oladayo http://hdl.handle.net/123456789/2407 2025-12-15T12:01:34Z 2023-06-01T00:00:00Z

EFFECTS OF TWO INSTRUCTIONAL STRATEGIES ON LEARNING OUTCOMES IN READING COMPREHENSION AMONG STUDENTS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA AKINBILE, Samson Oladayo Reading Comprehension (RC) is a skill that enhances achievement in school subjects. Studies have shown that some Students with Learning Disabilities (SLDs) exhibit deficiency in RC, resulting in low academic achievement. Previous studies focused more on student-related factors influencing SLDs learning outcomes in RC than on the use of activity-based instructional strategies such as the THIEVES Strategy (TS)—Title- Heading-Introduction-Every first sentence- Visuals-End of chapter-Summary of the text, and Instructional Conversation Strategy (ICS). This study, therefore, was conducted to determine the effects of TS and ICS on Achievement in Reading Comprehension (ARC) and Reading Self-efficacy (RSe) among SLDs in Ibadan, Nigeria. The moderating effects of Vocabulary Knowledge (VK) and MA (MA) on learning outcomes in RC were also examined. Schema and Speech Act theories were used as the framework, while the pretest-posttest control group quasi-experimental design with 3x2x2 factorial matrix was adopted. Three local government areas were randomly selected from the five in the Ibadan metropolis. Six public secondary schools with the presence of SLDs were purposively selected. The students in Senior Secondary one (SSS1) were screened for LD (LDs) using Slosson Intelligence Test and LD Evaluation Scale (LDES). Seventy-five students who exhibited LDs were assigned to TS (25), ICS (25) and control (25) groups. The instruments used were VK (r = 0.80), RC (r = 0.71), RSe (r = 0.84), Slosson Intelligence (r = 0.92); LDE (r = 0.80) scales and MA inventory. The treatment lasted 10 weeks. Data were analysed using descriptive statistics, Analysis of Covariance and Bonferroni post-hoc test at 0.05 level of significance. Participants’ age was 16.30 ± 1.45 years and 65.0% were female. There was a significant main effect of treatment on ARC (F(3,72) = 5.47, Partial = .134) and RSe (F(3,71) = 8.33, partial = .190). The participants in ICS ( = 64.95) had the highest mean score in ARC, followed by those in the TS ( = 61.96) and in the control ( = 41.99) groups. Also, participants in ICS (=57.24) had the highest mean score in RSe, followed by those in TS ( 41.42) and control (=39.03) groups. There was a significant main effect of VK on ARC (F(2,72) = 4.306, partial = .042). The main effect of MA on ARC was not significant. The main effect of VK and MA on reading RSe was not significant. There was no significant interaction effect of VK and MA on ARC and RSe. The two-way interaction effect of VK and RSe on ARC and RSe was not significant. There was a significant three- way interaction effect of treatment, VK and MA on ARC and RSe. Instructional conversation strategy, more than Title-Heading-Introduction-Every first sentence- Visuals-End of chapter and Summary of the text strategy enhanced achievement and self-efficacy in reading comprehension among students with learning disabilities in Ibadan, Nigeria. These strategies should be adopted by teachers to improve achievement and reading self-efficacy for this category of students.

2023-06-01T00:00:00Z JIBRIN, Lucy Jummai http://hdl.handle.net/123456789/2405 2025-12-15T10:47:56Z 2023-08-01T00:00:00Z

STYLISTIC CHOICES AND FUNCTIONS IN SELECTED NOVELS OF CALIXTHE BEYALA JIBRIN, Lucy Jummai Francophone novels, including Calixthe Beyala’s, are prominent for their stylistic choices and aesthetics. Previous studies on Calixthe Beyala's novels focused largely on feminism, anti-patriarchal preoccupation and graphical portrayals of sex and violence, with little attention paid to the connection between stylistic features and thematic concerns. This study was, therefore, designed to examine stylistic choices and functions in the novel of Calixthe Beyala, with a view to determining the stylistic strategies deployed to negotiate meaning in relation to her socio-cultural context. M.A.K Haliday’s Systemic Functional Grammar was adopted as the framework, while the interpretative design was used. Four novels of Calixthe Beyala, were purposefully selected because of their thematic and stylistic relevance. The texts were subjected to the ‘explication de texte’. Five linguistic choices are deployed in the novels: diction, sentence structure, literary tone, figurative expressions and sound devices. Diction is seen in the use of pidgin ‘mec’, ‘caca’ and ‘babingues’ in TTT, derogatory words ‘pute’ in TTT and word contractions ‘p’tet’ in MAA, as the language of the narrators to reflect familiar situations and that of characters in their regular interactions. The variation in sentence structure captures the multiple layers of the characters’ feelings and attitude. Short and truncated sentences are used for exclamation ‘Grand Dieu!’ in MAA, derogation ‘t’es malade ou quoi?’ in CSB and expression of snub ‘pourquoi pas a Paris?’ in TTT. The tone is set by the attitudes and feelings of the narrators or some characters: sadness in Aissatou's song in CCM expressing unreciprocated love, disillusionment by Mariam (MAA) whose expectation of a better life crashes in spite of her migration to France, pessimism about African men's show of affection to their spouses in MAA. Figurative expression, rooted in African oral traditions such as proverbs and metaphors are used in the texts. The proverbs ‘a chaque jour suffit sa peine’ in CSM, and ‘le vent a des oreilles’ in TTT convey fatalism and wisdom. Metaphoric expressions such as ‘l’acceuil est glacial’ in CSB and ‘tu as des mains de passoir’ in TTT explicate coldness of mothers’ unwelcoming towards their daughters who come home empty-handed and women’s extravagant lifestyles. Sound devices such as reiteration, syntactic parallelism and dialogue are deployed for narrative aesthetics. The reiteration of ‘je voulais…’ in CSB conveys the obsession of a wish, while musicality is enforced with rhythmic reiteration. Syntactic parallelism runs across the texts. In CCM, Aissatou reacts four times ‘un temps pour…’ with corresponding syntactical relations ‘partir’, ‘retrouver’, ‘perdre’ and ‘revenir’, to heighten a pleasing melody. Beyala uses dialogue copiously in TTT, CCM and CSB to express feelings. Ada in CSB addresses Jean: ‘ceux qui s'occupent des culottes et oublient de s'occuper de la carrotte …’ to evoke the resonance of ‘culottes’ and ‘carrotte’ Stylistic choices in Calixthe Beyala's novel are characterised by diction, syntactic structure, literary tone, figurative expressions and sound devices that reflect situations, feelings and masculinity.

2023-08-01T00:00:00Z AJIBOLA, OPEYEMI OMOWUMI http://hdl.handle.net/123456789/2403 2025-11-26T12:40:09Z 2021-12-01T00:00:00Z

REPRESENTATIONS OF TRAUMA IN AFRICAN MIGRANT FICTION AJIBOLA, OPEYEMI OMOWUMI African migrant fiction, which recreates characters’ experiences at home and abroad, is increasingly preoccupied with the representation of dystopian realities. Critical appraisals of the fiction have largely focused on the representation of varied mobilities – migration, exile, transnationalism and afropolitanism – without adequate attention to the depiction of migrant characters’ experiences of traumatic stress, despite its ample representation in the fiction. This study was, therefore, designed to examine the recreation of trauma and characters’ responses to traumatic stress in selected African migrant fiction with a view to establishing that traumatic experiences are not limited to characters’ natal homes. Homi Bhabha’s model of the Postcolonial Theory and Cathy Caruth’s and Judith Herman’s models of Trauma Theory, served as the framework. The interpretative design was used. Ali Farah’s Little Mother (LM), Laila Lalami’s Hope and Other Dangerous Pursuits (HODP), Ben Jelloun’s Leaving Tangier (LT), Chika Unigwe’s On Black Sisters’ Street (OBSS), Alain Mabanckou’s Blue White Red (BWR), Brian Chikwava’s Harare North (HN), Fatou Diome’s The Belly of the Atlantic (TBA), and Noviolet Bulawayo’s We Need New Names (WNNN) were purposively selected for their depiction of loss, trauma and suffering. The novels were subjected to critical analysis. Trauma in the novels is doubled-edged, aligning with the dominant estimation of trauma as a double wound. Traumatogenic contexts and events in the postcolony as well as in the diaspora dominate the novels. Pre-migration stressors such as unemployment, poverty and sexual assault characterise the postcolony in LT, OBSS, HODP and TBA; while displacement, deprivation and violence abound in WNNN, HN, LM and BWR, all leading to characters’ experience of Continuous Traumatic Stress. Characters’ response to pre- migration stressors in all the novels is flight. Repetitively traumatised by oppressive poverty, displacement and the inconsistencies that define life in the postcolony, the characters fled their fatherland for the West through legitimate and illegitimate routes. In the diaspora, post-migration stressors are activated by characters’ experiences of disillusionment, racism, joblessness, physical and mental assaults, unhomeliness, the trauma of a paperless existence and the perpetual fear of police brutality. Characters’ responses to post-migration stressors range from developing Post-Traumatic Stress Disorder (PTSD) to committing suicide. Azel in LT and the nameless protagonist in HN experience dissolution of self and suffer from PTSD. In WNNN and LM, Tshaka Zulu, Uncle Kojo and Axad suffer from mental illnesses, while Moussa in TBA commits suicide. However, characters like Massala-Massala in BWR, Aunt Fostalina and Darling in WNNN, Faten in HODP and Efe, Ama and Joyce in OBSS largely display resilience in the face of trauma. There is recurring adoption of multiple narrative voices, symbolism and journey motif in OBSS, LM, HODP and HN, while irony and traumatic realism are employed in LT, WNNN, TBA and BWR. Migrant characters’ precarious, liminal and subaltern existence, both at home and abroad, bears witness to trauma’s mobility across space and time in African migrant fiction. This destabilises the hegemonic conception of the West as the Promised Land.

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