BRIDGING THE GAP: ENHANCING COMMUNITY POLICING FOR SUSTAINABLE PEACE AND SECURITY IN ILORIN, KWARA STATE
Olowolagba Lekan Yusuf, Department of Sociology and Criminology, Al-Hikmah University, Ilorin.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15565819 | Page 01 to 11
The authors declare that no funding was received for this work.
Abstract
This paper critically examines the evolving dynamics of community policing in Ilorin, Kwara State, against the backdrop of persistent urban insecurity and deteriorating public trust in law enforcement. Drawing upon theoretical insights, the study argues that bridging the disconnect between police institutions and local communities is essential for achieving sustainable peace and inclusive security governance. It identifies operational inefficiencies, socio-cultural barriers, and accountability deficits as key obstacles to effective community policing in Nigeria. Using Ilorin as a case study, the paper synthesises interdisciplinary literature with field-based observations to propose a comprehensive reform framework that emphasises digital innovation, local participation, cultural sensitivity, and evidence-based policing. The analysis advocates for reimagining community policing not merely as a strategy, but as a human-centred ethos co-produced through trust, dialogue, and shared responsibility.
Keywords: Community Policing, Urban Security, Ilorin
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PUBLIC ENTERPRISES AND COMMUNITY DEVELOPMENT: A STUDY OF IBOM POWER COMPANY LIMITED (2015-2024)
Prof. Basil Chijioke Onuoha, Department of Public Administration, University of Uyo, Uyo Akwa Ibom State.
Ntuk, Ntuk Joe, Ibom Power Company, Uyo Akwa Ibom State.
Ebong, Itoro Bassey, Department of Public Administration, University of Uyo, Uyo Akwa Ibom State.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15565867 | Page 01 to 33
The authors declare that no funding was received for this work.
Abstract
This study investigated the relationship between Ibom Power Company Limited (IPCL) and community development in Akwa Ibom State, focusing on IPCL’s role as a state-owned enterprise responsible for driving socio-economic growth through employment creation and Corporate Social Responsibility (CSR) initiatives. IPCL’s efforts included rural electrification, scholarships, school infrastructure development, and healthcare services. However, the company’s impact was hindered by institutional weaknesses, limited resources, and financial mismanagement, resulting in ongoing infrastructural deficits, persistent poverty, and slow economic progress in many host communities. Issues such as inconsistent project implementation, inadequate local investment, and weak community engagement further undermined developmental outcomes. The study population comprised selected communities from three local government areas Ikot Abasi, Eket, and Mkpat Enin covering a total population of 25,936 based on the 2006 census. These communities were strategically chosen for their demographic and socio-economic diversity. A descriptive survey design employing both qualitative and quantitative methods was adopted. Data were gathered through questionnaires, Focus Group Discussions (FGDs), and interviews, supplemented by secondary sources from academic and governmental publications. Using the Resource Dependence Theory as a framework, a sample size of 377 respondents was determined via Krejcie and Morgan’s table, with purposive and simple random sampling techniques employed out of which 369 were retrievd for final analyses. Findings showed that IPCL significantly contributed to community development through CSR, with statistical evidence supporting improvements in healthcare access (χ² = 702.31), economic empowerment through skill acquisition (χ² = 5197.17), educational support (χ² = 76.68), and infrastructural development (χ² = 70.27). FGDs confirmed positive community perceptions of IPCL’s impact. Nonetheless, financial constraints, regulatory challenges, and high community expectations sometimes limited the effectiveness of these programs. The study recommended enhancing partnerships with government, NGOs, and community leaders and instituting a transparent stakeholder engagement framework to better align CSR initiatives with community needs and ensure sustainability.
Keywords: Public Enterprise, Ibom Power Company Limited (IPCL), Community Development, Corporate Social Responsibility (CSR), Infrastructure Development, and Human Capital Development
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Teaching Beyond Borders: Experiences, Challenges, and Contributions of Filipino Assistant Language Teachers (ALTs) in Japan
Cyrus Pontawe Casingal, Curriculum and Implementation Division, Department of Education, Makati City, Philippines
Lovejoy Rivero Caerlang, Yamaguchi, Japan
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15565923 | Page 01 to 31
The authors declare that no funding was received for this work.
Abstract
This study examines the experiences, challenges, and contributions of Filipino Assistant Language Teachers (ALTs) in Japan’s educational system. Employing a mixed-methods approach, data were collected from seven Filipino ALTs across different Japanese prefectures through questionnaires and narrative accounts. Findings reveal that Filipino ALTs navigate complex cultural territories while developing hybridized professional identities that bridge Filipino and Japanese educational paradigms. They integrate distinctive pedagogical approaches from Philippine educational practices, including interactive learning strategies and culturally responsive teaching methods. Language barriers emerged as the most significant challenge, though participants demonstrated remarkable resilience in developing adaptation strategies. The unique cultural positioning of Filipino ALTs as Asian English language educators challenges traditional assumptions about native speaker models while offering innovative approaches to cross-cultural education. This research contributes to understanding how teachers from diverse cultural backgrounds navigate international educational contexts and develop professional identities that bridge multiple cultural traditions.
Keywords: Filipino Assistant Language Teachers (ALTs), Cultural hybridization, English language education, Cross-cultural adaptation, Team-teaching dynamics
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Assessing Academic Achievement Patterns in Makati City: A Comparative Analysis of 2018 and 2022 Programme for International Student Assessment (PISA) Data
Cyrus P. Casingal, Curriculum and Implementation Division.
Hernan L. Apurada, Schools Division Office of Makati City.
Michael R. Lee, Metro Manila, Philippines.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15581743 | Page 01 to 19
The authors declare that no funding was received for this work.
Abstract
This study aims to evaluate the evolution of Makati City’s PISA performance from 2018 to 2022 across Mathematics, Science, and Reading domains. Using a comparative quantitative research approach, the study analyzed data from 15-year-old students in two public high schools in Makati City who participated in consecutive PISA cycles. Findings revealed significant improvements across all domains: Reading (+85 points, +24.3%), Science (+67 points, +18.4%), and Mathematics (+54 points, +14.9%). Benigno Ninoy S. Aquino High School (2022) outperformed Fort Bonifacio High School (2018) and achieved the highest scores among public schools in the National Capital Region. The study concludes that targeted intervention programs, comprehensive student support mechanisms, and pedagogical adaptations contributed to these improvements despite pandemic disruptions. Recommendations include documenting and disseminating successful strategies, examining school-specific factors influencing performance, incorporating qualitative research methods in future studies, and maintaining focus on mathematics instruction where relatively less improvement was observed.
Keywords: Academic achievement, Educational assessment, Makati City, PISA, Student performance
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The Dagaaba Traditional Belief System: A Documentary for Posterity
Titus Nuobepuor: University of Education, Winneba Gur-Gonja Education Department.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15590194 | Page 01 to 18
The authors declare that no funding was received for this work.
Abstract
Contemporary Dagaaba writers, poets, and scholars are increasingly engaging with their ancestral heritage, weaving traditional spiritual motifs into their works as a form of cultural reclamation and intellectual resistance. The Dagaaba Traditional Belief System: A Documentary for Posterity explores the enduring spiritual worldview, ancestral practices, and sacred rituals of the Dagaaba people of north-western Ghana and southern Burkina Faso. This documentary project aims to preserve and document the core tenets of the Dagaaba indigenous religion, including its cosmology, ritual performances, oral traditions, and sacred spaces, all of which are deeply interwoven with daily life and communal identity. Amid increasing modernization, religious transformation, and cultural erosion, the documentary serves as a visual archive for future generations and a scholarly resource for those interested in African indigenous religions, cultural heritage, and epistemologies rooted in oral and ritual traditions. Through close readings of a selected text; Namalneɛ, this study examines how literature becomes a site for cultural preservation, resistance, and the reimagining of indigenous epistemologies. It situates this revival within broader postcolonial and decolonial literary movements in Africa, arguing that Dagaaba literature offers a powerful model for the continuity and transformation of indigenous belief systems. The study presents a belief system that continues to shape the spiritual and cultural landscape of the Dagaaba people. It calls attention to the urgency of preserving intangible heritage and repositioning African spiritualities in contemporary cultural discourse.
Keywords: Dagaaba spirituality, Dagaaba cosmology, Indigenous religion, Dagaaba rituals, Dagaaba cultural heritage, Sacred practices
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Navigating Nigeria Surrogacy Laws: A Focus on Domestic Surrogacy and the UK’s Surrogacy Bill
Nyobana Abiola Oluwayemisi, Staff of Rivers State University.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15606679 | Page 01 to 11
The authors declare that no funding was received for this work.
Abstract
Surrogacy, as a method of assisted reproduction, has garnered increasing attention globally, yet remains a complex and controversial issue in many jurisdictions. In Nigeria, the legal framework surrounding surrogacy particularly domestic surrogacy remains largely undeveloped, ambiguous, and influenced by cultural, religious, and ethical considerations. This paper critically examines the current legal and regulatory landscape governing surrogacy in Nigeria, highlighting the gaps in legislation, the reliance on contractual agreements, and the legal status of commissioning parents and surrogates. The article adopts doctrinal method, with primary and secondary sources, which review the roles of both the legal and institutional frameworks, Against this backdrop, the study draws a comparative analysis with the United Kingdom’s proposed Surrogacy Bill, which aims to modernize outdated laws by prioritizing the welfare of the child, ensuring clearer parental rights, and providing legal recognition of surrogacy arrangements from the outset. By exploring the UK’s legislative approach, the paper proposes recommendations for reforming Nigeria’s surrogacy laws to enhance legal clarity, protect the rights of all parties involved, and ensure ethical surrogacy practices. The paper underscores the urgent need for comprehensive domestic regulation in Nigeria that aligns with global best practices while remaining sensitive to local socio-cultural dynamics.
Keywords: Surrogacy, Laws, Rights, Assisted Reproduction, Infertility.
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The Influence of Vernacular Radio programming on Broadcasting in Akwa Ibom state
Joseph Akpabio PhD, Department of Film and Multimedia Studies University of Uyo, Uyo, Akwa Ibom state, Nigeria.
Joy Etuonu Nwaeregunwa, Department of Communication Arts University of Uyo, Uyo, Akwa Ibom state, Nigeria.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15669521 | Page 01 to 11
The authors declare that no funding was received for this work.
Abstract
This study examines the influence of vernacular radio programming on broadcasting in Akwa Ibom State, Nigeria, with a focus on the use of indigenous language as a tool for enhancing audience engagement and cultural preservation. Broadcasting in Nigeria has historically evolved from colonial structures to regionally-driven platforms that reflect local identities. In Akwa Ibom, the establishment of the Akwa Ibom Broadcasting Corporation (AKBC) marked a critical step in developing a localized media system. Over time, the incorporation of vernacular programming—particularly in languages such as Ibibio, Annang, and Oro—has transformed the media landscape in the state. This paper explores how such programming strategies have improved listener accessibility, strengthened cultural identity, and increased public participation in media discourse. Drawing on historical analysis and current broadcasting practices, the study highlights the pivotal role of indigenous language broadcasting in connecting with grassroots audiences and resisting cultural erosion. It further discusses the broader implications of vernacular media in a multilingual society like Nigeria, where effective communication must resonate with linguistic and cultural realities. The findings underscore the necessity of vernacular programming not only as a communicative tool but also as a medium for cultural continuity and inclusive broadcasting.
Keywords: vernacular programming, indigenous language, broadcasting, Akwa Ibom State, cultural preservation, audience engagement.
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The Use of Podcasts in Enhancing Listening Comprehension Among EFL Learners: A Case Study at Dong a Polytechnic College
Phong Trinh Bao, Faculty of Foreign Languages, Dong An Polytechnic College, Di An City, Binh Duong Province, Vietnam.
Bao Nguyen Dinh Thanh, Faculty of Foreign Languages, Dong An Polytechnic College, Di An City, Binh Duong Province, Vietnam.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15675264 | Page 01 to 15
The authors declare that no funding was received for this work.
Abstract
The development of language acquisition depends on listening comprehension, yet EFL learners struggle to build this skill because they receive insufficient genuine spoken English exposure. This research investigates the effects of podcasts on EFL students’ listening comprehension skills at Dong An Polytechnic College. The research design used both quantitative pre-test and post-test assessment results together with qualitative semi-structured interview data. The study results show that the experimental group outperformed the control group in listening scores thus demonstrating podcast-based learning enhances listening proficiency. The students discovered podcasts to be both interesting and adaptable while stating that these resources exposed them to various accents and authentic speech patterns and conversations. Students who used podcasts reported a significant increase in their self-assessed listening comprehension abilities. The research findings validate earlier studies which suggest digital learning tools should be used as teaching methods for EFL instruction. The study advises teachers to incorporate podcasts into their language curriculum because they enable independent students to learn and improve their listening skills. Future research should investigate both the prolonged effects of podcasts on learning and the effects of proficiency levels and the combination of podcasts with digital tools to achieve maximum language learning results.
KEYWORDS: Podcasts, Listening Comprehension, EFL Learners, Digital Learning, Mixed-Methods Research, Language Acquisition, Authentic Listening Exposure, Self-Efficacy
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THE IMPACT OF AI-POWERED SPEAKING TOOLS ON EFL STUDENTS AT NGUYEN TAT THANH UNIVERSITY
Tran Thi Thanh Tam, Foreign Language Faculty, Nguyen Tat Thanh University, Ho Chi Minhcity, Vietnam.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15675420 | Page 01 to 20
The authors declare that no funding was received for this work.
Abstract
This study aims to explore the perceptions of English majors on how AI-powered speaking tools such as ChatGPT, ELSA Speak, Duolingo, etc. positively impact learners’ language learning journey. The research focused on learners’ experiences, satisfaction and opinions about using AI-powered speaking tools. Fifty intermediate and upper intermediate students at Nguyen Tat Thanh University volunteered to complete a survey and participated in follow-up interviews.
The results show that most students valued the benefits of AI-powered speaking tools in facilitating their pronunciation, fluency, accuracy and confidence in speaking. They found immediate feedback by AI-powered speaking tools helpful for learners in identifying and correcting their mistakes. However, some concerns were also raised such as the cost of the premium version, occasional misunderstandings by the AI and robotic responses.
Overall, while learners viewed AI-powered speaking tools as useful for practice, most emphasized that real teachers still play a crucial role. In other words, learners work best when they combine these tools with guidance from teachers. These insights point to the value of integrating AI into language learning in ways that support, rather than replace, human instruction. Besides, the findings offer suggestions for educators, institutions, and developers to combine AI-powered speaking tools in their curriculum, support learners and teachers and improve features of these tools to bring learners the best experiences.
KEYWORDS: AI-powered speaking tools, AI tools, speaking performance, motivation
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Enhancing Mathematical Performance Through Flash Card Implementation: A Quasi-Experimental Analysis of Multiplication Skills Among Grade 4 Students in Pangasinan, Philippines
John Alexis O. De Vera, Ranao Elementary School, Schools Division Office of Pangasinan I Bani, Pangasinan, Philippines.
Cyrill Mae C. De Vera, Nalsian Elementary School, Schools Division Office 1 Bayambang, Pangasinan, Philippines.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15703931 | Page 01 to 14
The authors declare that no funding was received for this work.
Abstract
This study examines the association between flash card interventions and improvements in multiplication performance among Grade 4 students in a rural Philippine elementary school, with implications for educational equity and access to quality mathematics instruction. Employing a quasi-experimental one-group pretest-posttest design, the research investigated mathematical achievement changes following an eight-week flash card implementation program. Thirty-six Grade 4 students from Ranao Elementary School, District of Bani, Division of Pangasinan I, participated during the 2022-2023 academic year. Assessment instruments consisted of validated 15-item multiplication tests administered before and after the intervention. Data analysis utilized descriptive statistics (mean, percentage scores) and inferential statistics (paired samples t-test). Results demonstrated significant improvement across all measures: pretest mean scores increased from 10.47 (69.8%) to posttest scores of 12.92 (86.13%), representing a 16.33-percentage-point improvement. Statistical analysis confirmed significance with t(35) = -8.82, p < 0.001. Effect size calculations (Cohen’s d = 1.47) indicated substantial practical significance. The intervention incorporated systematic multiplication table memorization, interactive flash card activities, and progressive skill development from basic facts to two-digit computations. Findings suggest that structured flash card implementation is associated with enhanced elementary mathematics performance, particularly in computational fluency and fact recall, with important implications for addressing educational inequities in resource-constrained settings.
Keywords: Elementary mathematics education; Flash cards; Multiplication skills; Quasi-experimental design; Student achievement; Educational equity
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