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All Journal International Journal of Educational Research and Social Sciences (IJERSC)
Ujebe, Nome
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Predictors Of Youth Conflict In Ebonyi State: The Perspective Of Christian Religion On The Conflict Managements Clementina Njoku, Nkechi; Ebere Nwazonobi, Patricia; Margaret Ndidiamaka, Anugwo; Eni Eluu, Patrick; Adibe Nwafor, Kenneth; A Orji, Scholastica; C. Ngwakwe, Patricia; N. Afoke, Eunice; Ujebe, Nome; Francisca Nwakaego, Ede; Alor, Rosaline; OE. Nwoba, Martin; O. Aleke, Christian
International Journal of Educational Research & Social Sciences Vol. 5 No. 3 (2024): June 2024 ( Indonesia - Ethiорiа - Nigeria )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v5i3.812

Abstract

Conflict is an integral part of day- to-day life because when people live, associate and work together as a group, conflict is inevitable. The study determined predictors of youth’s conflict in ebonyi state and the perspective of Christian religion on the conflict managements. The study adopted a descriptive cross-sectional survey research design. The population of the study comprised all the youths in the affected communities of the State, while a total of three hundred (300) youths were selected using purposive sampling technique. Structured questionnaire were the instrument used for data collection. The analysis of data were done using mean and standard deviation. The findings reveals overall mean scores of ( = 3.1), which revealed that the items studied are high predictors of youth conflict in Ebonyi State. The result further shows the overall mean scores of ( = 3.2), which is above the criterion mean of 2.50, which indicated that conflict among the youth could be resolved/managed through Christian Religion education. The study concluded that the government at all levels and the concerned stakeholder of the communities should as a matter of fact imbibe and make the teaching and learning of Christian Religion studies compulsory in schools.
Self-Esteem As Correlate Of English Language Academic Performance Of Pupils With Intellectual Disabilities In Abakaliki Ebonyi State, Nigeria Nnenne Oluka, Beth; Augustina Nnenna , Awoke; Annah Chinyeaka, Uloh-Bethels; Terkula Joseph, Chia; Amaka Bibian, Ezeanwu; Ujebe, Nome; Precious Chidimma, Amos; Nancy Nkechi, Amaechi; Michael Nwankwo, John; Nkechi Imakwu, Veronica; Okechukwu Aleke, Christian
International Journal of Educational Research & Social Sciences Vol. 6 No. 2 (2025): April 2025 ( Indonesia - Nigeria - Kazakhstan )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v6i2.968

Abstract

Pupils with intellectual disabilities often face challenges in achieving academic success, and low self-esteem may contribute to this struggle. While self-esteem is recognized as an important factor for academic achievement, its specific impact on pupils with intellectual disabilities remains underexplored. This study examined self-esteem as correlate of academic performance of pupils with intellectual disabilities in some schools in Ebonyi State, Nigeria. A purposive sampling technique was employed to select 22 pupils with intellectual disabilities in schools. Instrument for Data collection was a structured questionnaire titled Self-Esteem and Academic Performance of Pupils with Intellectual Disabilities (SEAPPID). Academic performance data were obtained from cumulative English language results. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation (PPMC). Findings indicated that pupils with higher self-esteem performed better academically and were more engaged in their studies. Furthermore, while girls showed slightly better emotional control and focus, gender differences in academic performance were minimal. Based on these findings, it is recommended that teachers adopt strategies that actively promote self-esteem in both male and female pupils with intellectual disabilities. Parents should be encouraged to play a more active role in supporting their children’s self-esteem and academic growth by collaborating with teachers to strengthen learning outcomes. Promoting self-esteem is essential for improving academic performance and fostering resilience in pupils with intellectual disabilities.
Co-Authors A Orji, Scholastica Adibe Nwafor, Kenneth Alor, Rosaline Amaka Bibian, Ezeanwu Annah Chinyeaka, Uloh-Bethels Augustina Nnenna , Awoke C. Ngwakwe, Patricia Clementina Njoku, Nkechi Ebere Nwazonobi, Patricia Eni Eluu, Patrick Francisca Nwakaego, Ede Margaret Ndidiamaka, Anugwo Michael Nwankwo, John N. Afoke, Eunice Nancy Nkechi, Amaechi Nkechi Imakwu, Veronica Nnenne Oluka, Beth O. Aleke, Christian OE. Nwoba, Martin Okechukwu Aleke, Christian Precious Chidimma, Amos Terkula Joseph, Chia