STRATEGIES

This study examined negation strategies in the Irrua variety of Ésàn. The aim of the research was to investigate the negation strategies in Irrua, by identifying the negation markers used in the dialect. Also, to examine the syntactic positions of negation markers in Irrua sentence structures, and analyze how negation is realized in Irrua when applied to other construction-specific rules. The motivation for this study is to showcase the various negation markers in the Irrua variety of Ésàn. The method of data collection was both primary and secondary. The primary source for data collection involved 6 native speakers of Irrua, specifically elderly and linguistically competent individuals who possess fluent command of the traditional and contemporary use of Irrua. The secondary sources such as published grammars, previous research works, language textbooks, and online linguistic resources on Ésàn language were also consulted to provide a broader perspective and to support the elicited data. The theoretical framework used for the research was Chomsky's X-bar theory of (1970). The findings revealed that negation in the Irrua variety of Ésàn employs lexical strategies, with four distinct negation markers used based on tense and context. These markers consistently appear before the verb, maintaining a fixed NEG–V structure. Furthermore, negation integrates seamlessly with complex syntactic processes such as passivization, relativization, and reflexivization, without altering sentence structure. This highlights the systematic and flexible nature of negation strategies in the Irrua variety of Ésàn. The research recommends further study on this research work and areas not touched in this research work or any aspect of negation strategies in Irrua Variety of Ésàn language or Ésàn language in general be carried out by scholars, linguists and any other person interested in the syntax of Irrua and Ésàn Language

This research endeavors to investigate the efficacy of innovative teaching and learning strategies in business education, encompassing experiential learning, technology based learning, blended learning and project based learning. A comprehensive mixed- methods approach was employed, incorporating surveys, interviews, and case studies from a diverse range of business education institutions that have successfully implemented innovative strategies. The findings of this study unequivocally demonstrate a positive impact on student learning outcomes, engagement, and employability. Moreover, the research highlights the paramount importance of technology-enabled learning and social responsibility in business education. The results of this study provide invaluable insights for business education institutions, policymakers, and practitioners seeking to innovate and improve teaching and learning in the 21st century. The study's outcomes have significant implications for the development of novel pedagogical approaches, curricular innovations, and technology-enabled learning platforms. Furthermore, the research underscores the need for business education institutions to foster collaborative partnerships with industry stakeholders, ensuring that graduates are equipped with the skills and knowledge requisite to succeed in an increasingly complex and dynamic business environment. By exploring the transformative potential of innovative strategies in business education, this research contributes meaningfully to the ongoing discourse on pedagogical innovation and excellence in teaching and learning. The study's methodology was informed by a comprehensive literature review, which highlighted the limitations of traditional teaching methods in business education. The research design incorporated a mixed-methods approach, combining both qualitative and quantitative data collection and analysis methods. The study's participants consisted of business education institutions and programs that have implemented innovative strategies, as well as industry stakeholders and employers. The findings of the study are presented in a clear and concise manner,with the use of tables.

This project addresses the critical issue of effective marketing strategies to use to maximize audience engagement and attendance for theatre in Nigeria, specifically focusing on strategies that appeal to the crucial youth demographic. The study utilised a quantitative research design, employing a structured questionnaire administered to Theatre Arts students at the University of Benin (UNIBEN). This cohort was selected for their intrinsic knowledge of performance and their role as both consumers and future practitioners of the arts. Data analysis of student responses revealed key preferences and perceptions regarding theatre marketing efficacy. Findings demonstrated a significant preference for digital channels over traditional media (print, radio, or television advertising). Furthermore, students highly value interactive content, clear pricing structures, and promotional packages linked to educational or course programmes. The conclusion is that successful marketing in the Nigerian Theatre should shift from a singular pattern towards a multifaceted, data-driven, and audience-centric approach. It is recommended that Nigerian Theatre companies by implementing these strategies can harness the full potential of this marketing tool to promote their performances.