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Using Natural Language Processing And Machine Translation Technologies In Preserving African Indigenous Languages And Oral Traditions In Kwara State
(International Journal of Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 10 Issue 10, October - 2026, Pages: 563-566, 2026) Dada Christianah Olubukola , Yusuf Ganiyu Akanbi
African indigenous languages and oral traditions are rapidly declining due to globalisation, urbanisation, and inadequate documentation systems. To address this, a researcher examined the role of Natural Language Processing (NLP) and Machine Translation (MT) technologies in preserving African indigenous languages and oral traditions, Kwara State. A descriptive survey design was employed, using simple random sampling technique to select 150 respondents from three senatorial districts. Technology and Indigenous Language Preservation (TILP), and Perceived Improvement in Indigenous Language Preservation(PIILP) were used. PPMC was used to obtain reliability index at 0.87, and 0.79. Descriptive statistics of frequency counts, means, and percentages, were used to answer research questions, while Pearson Product-Moment Correlation and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 significance level. It was revealed among others that there was a significant positive correlation between the use of these technologies and perceived improvement in language preservation (r = 0.59, p < 0.05), and There was significant difference in usage based on profession (F(2,147) = 4.36, p < 0.05. It was concluded that NLP and MT have potential for language preservation, and recommended there should be developed culturally inclusive NLP/MT models through collaboration with native speakers and local scholars Keywords: Natural Language Processing, Machine Translation, Indigenous Language Preservation, Oral Traditions
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Influence of Transition Services on Work Readiness of Students with Disabilities in Kwara State University
(International Journal of Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 10 Issue 10, October - 2026, Pages: 543-548, 2026) Olubukola Christianah Dada , Adedayo ADESOKAN , Ganiyu Akanbi Yusuf
The ability of students with disabilities to secure and sustain meaningful employment after graduation remains a major concern for educators, families, and policymakers. Although access to higher education for persons with disabilities has improved, many graduates still experience challenges in transitioning smoothly from school to the workplace. This study therefore investigated the influence of transition services on the work readiness of students with disabilities in Kwara State University, Malete. A descriptive survey research design was adopted. The population comprised all fifty (50) students with disabilities in the university, and due to the manageable size, a total enumeration sampling technique was used, involving all participants. The Questionnaire on Transition Services (QTS) and the Questionnaire on Work Readiness (QWR). The QTS assessed access to services such as career guidance, vocational training, counselling, and other support systems for employment transition. The QWR measured competencies including communication skills, self-confidence, teamwork, adaptability, and career awareness. The instruments were validated by experts and yielded reliability coefficients of 0.81 and 0.85 respectively. Data were analysed using mean and standard deviation for the research question, while regression analysis tested the hypothesis at the 0.05 level of significance. Findings showed that students with disabilities demonstrated a high level of work readiness (mean = 3.40). Results indicated that transition services had a significant influence on work readiness. The study concluded that effective transition services enhance students’ preparedness for employment. It was recommended that the university strengthen transition programmes and collaborate with employers to provide internships, mentorship, and career support services. Keywords: Transition services, work readiness, students with disabilities, employability, career development, inclusive education
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Effect of Graphic Organiser Method on Academic Performance of Primary School pupils in Atiba Local Government Area, Oyo State, Nigeria
(International Journal of Academic and Applied Research (IJAAR) ISSN: 2643-9603 Vol. 6 Issue 6, June - 2022, Pages: 7-12, 2022) SAADU, Usman Tunde, RAHEEM Akeem Omowumi , YUSUF, Ganiyu Akanbi
The performance of English-language pupils falls far short of expectations. To improve their performance, the researcher investigated the effect of the graphic organiser method on the academic performance of primary school pupils in Atiba, LGA., Oyo State. This study adopted a pretest and posttest quasi-experimental control design. A simple random sampling technique was used to select four schools, two public and two private. The English Language Performance Test (ELPT) provides pretest and posttest marks. English teachers validated it. Pearson Product Moment Correlation (PPMC) was used to estimate instrument reliability at 0.83. The data gathered were analysed using the covariance analysis (ANCOVA). All assumptions were tested to a value level of 0.05. One outcome revealed a graphic organizer effect (F (1; 176) = 3.544, P < 0.05). I was recommended that teachers be enlightened on the effectiveness of graphic organisers on the academic performance of pupils through organised seminars and workshops Keywords: Academic Performance, English Language, Graphic organiser, Gender and School type
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Effect Of Jolly Phonics On Pupils' Academic Performance Of In English Language In Ilorin, Kwara State, Nigeria
(International Journal of Academic and Applied Research (IJAAR) ISSN: 2643-9603 Vol. 6 Issue 8, August - 2022, Pages: 69-74, 2022) SAADU, Usman Tunde, OREAGBA Fatimoh, YUSUF, Ganiyu Akanbi
Despite the significance of this subject matter as a learning concept, students' poor academic performance in the English language continues. As a result, researchers looked into how Jolly Phonics affected students' academic performance in English in Ilorin, Kwara State. The pretest-posttest quasi-experimental research design was used for this study. English Language Proficiency Exam (EAT). The test was validated by English teachers. At 0.81, it is proven to be trustworthy. A covariance analysis was used to analyse the data that were gathered (ANCOVA). A significance threshold of 0.05 was used to test hypotheses. It showed that joyful Phonics has a substantial main influence on students' academic achievement in the English language (F (2; 75) =14.516; P 0.05). It was determined that Jolly Phonics could aid primary school students in learning more effectively than the traditional approach, particularly in English. It was suggested that teachers receive training on the most effective method for instructing students to use Jolly phonetics during English language sessions. Keywords: Jolly Phonics, English language proficiency, academic performance, gender, and type of school
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Cyberbullying as a correlate of primary school pupils’ mental health in Ekiti Local Government Area, Kwara State.
(International Journal of Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 9 Issue 3 March - 2025, Pages: 41-45, 2025) Yusuf Ganiyu Akanbi, Ganiyu Mulikat Abiola , Sulaiman Saheed Alabi
It has been established that cyberbullying poses a significant threat to pupils' mental health, contributing to increased rates of anxiety, depression, and even suicidal thoughts. This study examined cyberbullying as a correlate of primary school pupils’ mental health in Ekiti Local Government Area, Kwara State. A descriptive survey design was adopted as the research methodology. The study population consisted of all 437 primary six pupils in Ekiti Local Government Area, Kwara State. Using a purposive sampling technique, 200 pupils who familiar with internet use were selected. Data were collected through a questionnaire titled Cyberbullying on Pupils’ Mental Health (QPMH), designed with a four-point Likert scale (Always, Almost Always, Rarely, and Never). Research assistants administered the questionnaire, which was validated by selected teachers. To ensure reliability, 25 final draft copies were trial tested twice on randomly chosen pupils outside the sample schools, and the reliability index of the instrument was determined using Pearson's Product Moment Correlation Coefficient (0.76).Both inferential and descriptive statistical analyses were employed to analyse the collected data. Descriptive statistics using Pearson’s Product Moment Correlation (PPMC) were used to analyse Research Question One, while an independent t-test was used to test Research Question Two at a significance level of 0.05. Findings revealed a strong connection between cyberbullying and primary school pupils' mental health, with no significant difference between the two groups (t = 1.856; df = 198; p > 0.05).It was concluded that cyberbullying has caused more harm than good, significantly impacting the mental health of primary school pupils. Among the recommendations, parents and teachers should actively monitor pupils' online activities and provide guidance on responsible internet use. Keywords: Cyberbullying, Mental Health, and Gender