International Journal of Humanities, Management and Social Science (IJ-HuMaSS)

A Comprehensive Review of Research on Academic Perspectives Regarding Boko-Haram Insurgency in Northern Nigeria

Nadir Abdulhadi Nasidi — 2024-12-27

Although scholars have written extensively on different aspects of Boko-Haram insurgency in Northern Nigeria, a systematic review of the literature appears to be lacking. The significance of this study lies in its unique approach to addressing the gap in the literature on the Boko-Haram insurgency in Northern Nigeria. While previous works have explored various dimensions of the insurgency, this study makes an original contribution by conducting a systematic review to synthesize the findings of existing studies published between 2015 and 2023. Scopus and Science Direct databases were searched, and 107 journal articles and book chapters were sampled, out of which 46 were excluded for reasons. While 65 full-text articles were assessed for eligibility, 28 more papers were excluded for not being relevant. 37 studies were selected having met the review criteria. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, this paper shows how scholars approached the phenomenon of Boko-Haram insurgency. Results show that there is a higher number of works on Boko-Haram, accounting for 24.3% and 18.9% of the publications in 2020 and 2023 respectively.

The Mediating Effect of Academic Stress on Fear of Failure and Academic Procrastination of College Students

Brandon Nacua Obenza — 2024-12-27

This quantitative non-experimental study delves into the factors associated with academic procrastination among college students. Using stratified random sampling, the identified and included 409 students from different higher educational institutions in Region XI, Philippines. The study adopted validated measurement scales for the Academic Procrastination, Academic Stress, and Fear of Failure. Using SmartPLS 4.0 software a mediation analysis was conducted on the data. The results revealed that college students manifest moderate levels of academic stress, fear of failure, and academic procrastination. Further, significant direct and indirect effects were found to all hypothesized paths thus supporting the hypothesized mediation model of academic procrastination. The coefficient of determination (R² = 0.433) indicates that fear of failure and academic stress together explain 43.3% of the variance in academic procrastination among college students. Implications and limitations of the study were also provided.

Cultural Identity Among Thai Youth in Urban and Rural Areas

Surachai Phiwhorm — 2024-12-27

This study explores how Thailand’s youth balance tradition and modernity, focusing on the impact of globalization and urbanization on cultural identity. The research aims to understand how younger generations engage with traditional practices while navigating the pressures of modern life. The study employs a qualitative approach with in-depth interviews, focus group discussions (FGDs), and participant observation, targeting youth aged 18-30 in both urban areas (Bangkok, Chiang Mai) and rural regions (Isan) between March and September 2024. The findings reveal a significant disparity in cultural engagement between rural and urban youth. In rural areas, 75% of youth actively participate in traditional cultural practices, while only 50% of urban youth report similar engagement. Urban youth are more inclined to creatively adapt traditions, incorporating them into modern fashion and digital media. In contrast, rural youth maintain a stronger connection to traditional practices due to slower-paced lifestyles and close-knit communities. This research highlights the challenges and opportunities in preserving cultural heritage amidst rapid modernization. It suggests that while urban youth adapt traditional practices, rural youth remain more rooted in them, creating a cultural divide. Future research should explore how creative adaptations of traditions in urban areas can be applied in rural contexts to foster cultural preservation across generations. Additionally, intergenerational dialogue should be examined to reduce conflicts and strengthen cultural identity in a modernizing society.

Educational Inequality and Its Impact on Social and Economic Opportunities in Rural India

Arjun Kumar — 2024-12-27

Educational inequality remains a significant challenge in rural India, with disparities in access to infrastructure, teacher quality, and technology hindering equitable learning opportunities. This study examines these inequalities in two rural regions: Barwani, Madhya Pradesh, and Kalahandi, Odisha. Using a mixed-methods approach, the research combines qualitative interviews with students, teachers, and policymakers, alongside quantitative data on enrollment, infrastructure, and learning outcomes. Findings reveal that 72% of schools in Barwani lack science laboratories, while 65% of schools in Kalahandi lack digital tools, reflecting severe infrastructural gaps. High student-to-teacher ratios of 70:1 in Barwani and 60:1 in Kalahandi further strain educational quality, exacerbated by a lack of trained teachers. Poor access to technology and unreliable internet connectivity limit digital literacy, perpetuating the digital divide. The study also evaluates government interventions such as the Sarva Shiksha Abhiyan and digital education initiatives, finding implementation inconsistencies in remote areas. The findings highlight how educational inequality restricts social mobility and economic opportunities, particularly in underdeveloped regions. Future research should focus on the effectiveness of targeted policies and explore innovative, technology-driven solutions to bridge these disparities, fostering equitable educational development and sustainable growth in rural India.

School Environment and Retention of Learners with Disabilities in Universal Primary Schools in Kasese District

Sarah Kyakimwa — 2024-12-27

This study investigates the relationship between the school environment and the retention of learners with disabilities in Universal Primary Schools (UPS) within Kasese District, Uganda. Employing a descriptive research design integrating quantitative and qualitative methodologies, the study examines three main objectives: the impact of teacher support, school infrastructure, and school relationships on the retention of learners with disabilities. A total of 154 respondents, including teachers, head teachers, and pupils from six selected UPS, participated in the study. Data collection involved self-administered questionnaires, interviews, and focus group discussions. Findings reveal various home-related factors influencing the retention of learners with physical disabilities, such as poverty, negative parental attitudes, and lack of essential self-help skills training. Despite respondents indicating moderate levels of school attendance and retention for learners with disabilities, enrolment and retention rates remain significantly lower compared to non-disabled peers. The study underscores the need for collaborative efforts among government bodies, school administrators, teachers, parents, and other stakeholders to implement sustainable measures aimed at improving the school environment and enhancing retention for learners with disabilities.