2025

This study was conducted at the university of Benin block of flat to evaluate the accuracy, efficiency, and applicability of both surveying methods in terrain mapping. The research aimed to improve the reliability of topographic data acquisition and to recommend appropriate techniques for modern surveying practices. It focused on determining how both instruments perform under similar field conditions and how their outputs can be effectively compared and integrated. Field data were acquired using both Total Station and Global Navigation Satellite System (GNSS) instruments. Four temporary benchmarks were established using GNSS, which served as reference points for Total Station observations. The collected data were processed using Autodesk Civil 3D, ArcGIS, and Surfer software to generate contour maps, Digital Elevation Models (DEMs), and 3D surface models representing the terrain. These outputs provided a clear visualization of the area’s elevation pattern and slope behavior. The results revealed that the elevation within the study area ranged from 85. meters to 93.5 meters, indicating a gently sloping terrain with drainage flowing from north to south. Both datasets showed consistent terrain patterns, with the Total Station producing more detailed elevation variations and the GNSS providing faster and broader coverage. The study concludes that while the Total Station offers higher precision for detailed surveys, the GNSS method enhances efficiency and ease of data collection. Integrating both techniques is therefore recommended for achieving optimal accuracy and productivity in modern surveying and mapping projects.

The mastery of foreign languages, particularly French, is becoming increasingly essential in a globalized world where effective communication across linguistic and cultural boundaries is paramount. However, the quality of language instruction and its impact on students’ academic performance vary depending on the pedagogical approaches employed. Despite the importance of translation in language learning, there is a notable gap in the pedagogical practices used for teaching French-English translation in Nigérian universities, especially in the South-South region. Current methods often rely on traditional, teacher-centered models that have become outdated and are poorly adapted to the sociocultural dynamics of learners or to the modern demands of translation practice. This disconnect between traditional
pedagogical approaches and the evolving needs of students in a multilingual environment highlights a major issue: the absence of a contextually relevant, learner-centered translation pedagogy that integrates modern technologies and enhances both learning outcomes and students’ professional readiness. This study, therefore, critically examines the pedagogy of French-English translation and its effect on students’ performance in selected universities in the South-South region of Nigéria. It is grounded in Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory, which together provide a multidimensional framework for analyzing educational, institutional, and sociocultural factors influencing learning outcomes. The main objective of the study is to explore the relationship between translation pedagogy and undergraduate students’ academic performance in French translation courses. Specifically, the study aims to: analyze the existing pedagogical approaches used in teaching French-English translation; examine the correlation between instructional strategies and students’ academic performance; and identify the institutional, cultural, and socio-economic factors that either support or hinder effective translation pedagogy in the South-South region of Nigéria. A mixed-methods approach was adopted to gain comprehensive insight into the subject. The quantitative phase involved administering structured questionnaires to 270 undergraduate students majoring in French or enrolled in translation courses. Data collected focused on their perceptions of teaching methods, instructional materials, and assessment strategies. Their academic records were analyzed to evaluate correlations between pedagogical variables and academic performance. The qualitative phase included semi-structured interviews with 17 French language lecturers to gather perspectives on teaching strategies, resource availability, encountered challenges, and innovative practices. Findings reveal that student-centered approaches, continuous assessment, and the integration of modern educational technologies positively influence academic performance. However, several challenges persist, including lack of instructional materials, inadequate infrastructure, overcrowded classrooms, and insufficient teacher training. The study proposes an integrated pedagogical framework suitable for enhancing translation teaching in South-South Nigéria and informing educational reforms in similar contexts.