Innovare Journal of Social Sciences

AN ASSESSMNENT OF THE RESPONSE OF SECUIRTY INSTITUTION TO CONFLICT AND SECURITY CHALLENGES IN NIGERIA: IMPLICATIONS FOR NATIONAL DEVELOPMENT

WANAN CORNELIUS TERZUNGWE — 2024-05-01

Nigeria has been struggling with several challenges, such as insecurity, poverty, unemployment, and so on, in a bid to attain the desired national development goal. These issues have, however, continued to affect all efforts geared toward national development. The goal of this paper is to assess the effectiveness of our security agencies in response to security challenges in our country, which could gingered national development. To achieve this purpose, the paper relied on documented sources to assess the responses and challenges associated with the operations of the security agencies in the countries. The findings of the research show that the insecurity agencies have not been effective in performing their tasks due to poor funding, poor recruitment and training processes, and corruption in the system, among others. The paper recommends, among others, that leadership at all institutional levels are central to building responses to security challenges. Therefore, Nigeria will have to develop visionary leadership, a leadership that is detribalized and free from corruption that can channel the necessary resources to strengthen the security institutions response to insecurity issues in the country. This will create an enabling environment for developmental activities to take palace effectively.

IMPROVING SPEAKING ABILITY IN DISCUSSION SESSIONS BY MANIPULATING THE INSTRUCTIONAL PODCAST CONTENT

Edy Suseno — 2024-04-01

Most of the EFL learners faced problems delivering ideas to other people, especially in discussion sessions. They need guidance to fix their flaws. Instructional podcasts can be a valuable resource for enhancing speaking abilities, especially in conducting debate. By manipulating the content of the podcasts, educators can create engaging and interactive speaking activities that promote language production and fluency. Whether it is through guided discussion, interactive tasks, or role-playing activities, instructional podcasts provide students with the opportunity to practice their speaking skills in a meaningful and enjoyable way. By incorporating these strategies into language learning curricula, educators can empower students to become confident and proficient speakers. Through the exposure of some perspectives and the adaptation of a qualitative method for using podcast materials to enhance the students’ success in discussion, it can be concluded that the students’ abilities in delivering ideas are developed in discussion sessions. This kind of finding is beneficial for teachers teaching-related subjects. It also inspires other researchers to observe related topics.

TEACHING PRACTICE: A CORE EDUCATIONAL PLANNING ATTAINMENT FOR STUDENTS CHALLENGES AND PROSPECTS

ALPHONSUS PATRICK UDOH — 2024-05-01

This study was on teaching practice, a core educational planning attainment for students, challenges, and prospects. The purpose of the study was to find the perceptions of students about teaching practice and the challenges facing student–teachers during teaching practice exercises. The study was guided by two research questions and two hypotheses. The study employed a descriptive survey research design in which only existing variables were investigated without manipulating them. The targeted population for the study were students’ teachers, numbering a total of 188 from our five units of the Department of Science Education. The study employed simple random sampling to select participants. A total of 100 participants were randomly selected from Integrated Science Education, Mathematics Education, Physics Education, Chemistry Education, and Biology Education in the Faculty of Education, Akwa Ibom State University, Ikot Akpaden. The instrument used for the collection of data for the study was a questionnaire tagged teaching practice questionnaire (TPQ). Mean scores, standard deviation, and t-tests were used for the analysis of the collected data. A mean score above 2.50 indicates high while a mean below 2.50 indicates low. In conclusion, teaching practice is in constant practice and is the foundation of teaching. Based on this, it was recommended, among others, that a proper orientation for student teachers should be carried out using efficient means of communication like seminars, workshops, conferences, and discussion before they go for teaching practice.

UNRAVELLING THE FACTORS THAT IMPEDE STUDENTS’ ENGLISH LANGUAGE LEARNING: FROM TEACHERS’ VIEWPOINT

HUSSAIN AHMED LITON — 2024-05-01

Students’ effective learning and course learning outcomes (CLOs) are of constant concern for teachers, students, parents, and institutions, regardless of academic levels and contexts. To this end, teachers employ varied techniques and methods in soliciting the expected learning outcomes and students’ academic skill developments, but very often some factors are found to be liable and barriers to the success of this mission. Behind such a teaching and learning perspective, this paper attempts to explore the factors that impede students’ English language learning (ELL) and CLOs at Jazan University, Saudi Arabia, with the intent of finding new vantage points that augment students’ effective learning outcomes. To this end, the present study devised a survey questionnaire for teachers (Appendix 1) to collect data and observations to determine the ground reality of the issue undertaken for this study. The population participants were 25 EFL teachers. The collected data were analyzed qualitatively. Finally, the analytical result of this paper unveils that teachers should drive “needs analysis” to diagnose the learners’ lack of motivation, TBLT practice in the classroom, and their training for techno-pedagogical professional skill development. It also reveals some other implications and effective recommendations for making a learnercentric EFL teaching and learning curriculum. The findings of this paper contribute to the fields of ELT, TEFL, learning outcomes, curriculum design, pragmatics, and ELL paradigms.