INFLUENCE

This study examines the influence of Christian missionaries in Owerri between 1910 and 1990. The arrival of Christian missionaries in Owerri brought significant social, educational, religious, and economic changes that transformed the traditional structure of the society. The study investigates the activities of various missionary groups and evaluates their contributions to the development of Owerri during the colonial and post-colonial periods. It also explores the interaction between Christianity and the indigenous beliefs and practices of the people of Owerri. The study adopted a historical research design using both primary and secondary sources of data. Primary sources included oral interviews and archival materials, while secondary sources consisted of textbooks, journals, articles, and previous research works related to missionary activities in Eastern Nigeria. Findings from the study revealed that Christian missionaries played major roles in the establishment of schools, hospitals, churches, and other social institutions in Owerri. They contributed greatly to the spread of Western education, literacy, healthcare services, and moral teachings, which helped in shaping modern social and political development in the area. However, the study also found that missionary activities led to the decline of some traditional religious practices, cultural values, and indigenous institutions. The introduction of Christianity created both cooperation and conflict between converts and traditional worshippers. Despite these challenges, the overall impact of Christian missionaries in Owerri between 1910 and 1990 was largely positive, particularly in the areas of education, religion, and social transformation. The study concluded that Christian missionary activities significantly influenced the historical development of Owerri and contributed to the modernization of the society. It therefore recommended that the positive legacies of missionary efforts, especially in education and healthcare, should be preserved while promoting respect for indigenous cultural heritage and values.

This study was carried out to determine the influence of knowledge of mathematics on students' learning in physics in University of Benin. Four research questions were raised and answered. The descriptive survey research design was adopted for this study. The research instrument used for this study was the structured questionnaire which was administered to the respondents. The questionnaire was administered to respondents by the researcher, aided by trained research assistants who were thoroughly briefed on the administration procedure. The assistants facilitated the distribution and collection of the questionnaires from the respondents. Upon completion, each questionnaire was reviewed to ensure a high level of completeness. Notably, the response rate was 120, indicating successful data collection process. Data was analysed using mean and standard deviation. It was revealed from the finding
that that student need some level of mathematical knowledge to study physics. student have a great perception on the role of mathematics in their ability to learn and solve problems in physics. That students without proper mathematical training and knowledge face lots of challenges when mathematical knowledge to solve physics. It was concluded that mathematics knowledge plays a fundamental role in students’ understanding and performance in physics. The two subjects are closely interrelated, and deficiencies in mathematics directly hinder students’ ability to comprehend and solve physics problems effectively. It was recommended that Schools should encourage collaboration between mathematics and physics teachers to ensure that mathematical concepts taught are immediately applied in physics lessons. Professional development programs should be provided to teachers to enhance their ability to connect mathematical principles with physical phenomena effectively

This study examined how cultural factors influence the reporting of sexual abuse among teenagers in Ekosodin Community. The research focused on the ways cultural beliefs, family stigma, gender expectations, and institutional barriers shape whether young people disclose abuse. A total of 384 respondents aged 13 to 17 participated, with data collected through a structured questionnaire and analysed using descriptive statistics. The findings show that cultural silence, taboo attitudes toward sexual matters, and honour-based thinking strongly affect how teenagers interpret abuse. Many respondents indicated that victims are seen as bringing shame to their families, which discourages disclosure. Family stigma emerged as a major barrier, with most teenagers reporting that families fear reputational damage and often suppress discussion of abuse. Gender also played a notable role in the reporting of abuse. Girls were viewed as more believable when reporting abuse, while boys faced doubt tied to expectations of strength and emotional toughness. The study further revealed widespread distrust of authorities, long delays in case handling, and perceptions of bias or corruption in formal reporting channels. Respondents identified the involvement of trusted community leaders, confidential reporting structures, and school-based awareness programmes as strategies that could encourage disclosure. The study concludes that under-reporting in Ekosodin is sustained by an interplay of cultural norms, family pressures, gendered beliefs, and institutional weaknesses. It recommends community-driven education, strengthened family support, gender-sensitive interventions, and improved institutional responsiveness as essential steps toward creating an environment where teenagers can report sexual abuse safely and without fear.

The study was to investigate the impact of the language laboratory on effective teaching and learning of the English language. Four (4) research questions were raised and literature of other researchers were reviewed. The study adopted the descriptive survey research design, data was collected through the aid of a questionnaire. The questionnaire was structured according to the research questions and distributed to sample population of 63 respondents. The findings of the study revealed that secondary schools do not have adequate English laboratories for the effective teaching and learning of English language and lack the basic necessities needed for a good English laboratory with no adequate English laboratories for the effective teaching and learning of English language in secondary schools. Schools with adequate English laboratories are more effective in the teaching and learning of English language although many schools have limited facilities for a good English laboratory and so need to be upgraded to meet with international standards. It was however recommended that government should ensure that adequate funds is released to public secondary schools for the building of language laboratories needed for the teaching of student; government and schools should ensure that qualified and competent teachers are employed for the teaching of Oral English in secondary schools in Ikpoba Okgha LGA; and that school management should ensure that language laboratories are adequately utilized for the correction of other tongue interference in secondary schools in Benin City.