DEPARTMENT OF EDUCATIONAL MANAGEMENT

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    ACADEMIC STAFF RETENTION STRATEGIES, JOB SATISFACTION AND GOAL ACHIEVEMENT IN PRIVATE UNIVERSITIES IN SOUTH-WEST, NIGERIA
    (UNIVERSITY OF ILORIN, 2021-02) MUSTAPHA, Adam Ishola
    Academic staff retention and job satisfaction in private Universities in Nigeria have raised deep concern among educational stakeholders. Thus, effective retention strategies capable of engaging competent workforce must be put in place to achieve institutional goals. This study, therefore, examined academic staff retention strategies, job satisfaction and goal achievement in private Universities in South-west, Nigeria. The objectives of the study were to (i) investigate the level of academic staff retention strategies; (ii) assess the level of academic staff job satisfaction; (iii) determine the level of goal achievement; (iv) examine the relationship between compensation package and goal achievement; and (v) determine the relationship between training opportunities and goal achievement in the institutions. The study adopted a descriptive research design of correlation type. The population of the study comprised 1,921 academic staff and 139 management staff in all the 23 private Universities from the six States that constitute the South-west, Nigeria. Purposive sampling technique was used to select 10 out of the 23 institutions that were established before the year 2000 to provide information pertinent to the study. Purposive sampling technique was employed to select 60 Management staff, comprising the Vice Chancellor, Deputy Vice- Chancellor, Registrar, Director of Academic Planning and Dean of Faculties of Humanities and Sciences (Natural and Applied) in each of the institutions. Proportional sampling technique was used to select 200 employers of labour in the sampled states. “Academic Staff Retention Strategies Questionnaire” (ASRSQ), “Job Satisfaction Questionnaire” (JSQ) and “Goal Achievement Questionnaire” (GAQ) were used to collect data for the study. The instruments were validated with reliability coefficients of 0.69, 0.85 and 0.83 for ASRSQ, JSQ and GAQ respectively. Mean, Standard Deviation and Pearson Product-Moment Correlation Statistics were used to analyze the data at 0.05 level of significance. The bench mark (mean scores) for determining the level of academic staff retention strategies, job satisfaction and goal achievement was 1.00-2.44, low; 2.45-3.44, average; 3.45-4.44, high and 4.45-5.00, very high. The findings of the study revealed that: i the level of academic staff retention strategies was average with a mean score of 2.78; ii the level of academic staff job satisfaction was average with a mean score of 2.85; iii the level of goal achievement was average with a mean score of 3.04; iv there was a positive significant relationship between compensation package and goal achievement (r = .532, p<.05); and v there was a positive significant relationship between training opportunities and goal achievement (r = .49, p<.05). The study concluded that effective retention strategies enhanced job satisfaction of academic staff in private Universities in South-west, Nigeria. The implication is that, if effective staff retention strategies are put in place, it would enhance job satisfaction and consequently lead to goal achievement. The study recommended that compensation packages for academic staff in private Universities be enhanced and made relevant to prevailing economic circumstances through periodical review.
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    ADMINISTRATORS’ LEADERSHIP SKILLS, MANAGEMENT SUPPORT SERVICES AND UNIVERSITY PRODUCTIVITY IN NORTH-CENTRAL NIGERIA
    (UNIVERSITY OF ILORIN, 2018-04) SALLEE, Kikelomo Wasilah
    Managing universities for improved productivity and overall growth and development of the nation requires administrators with appropriate leadership skills and adequate management support services. However, these requirements are perceived to be lacking, resulting in low educational output. Although previous studies have examined some factors that improve university productivity index, enough attention has not been paid to administrators’ leadership skills (ALS) and management support services (MSS). This study therefore investigated the relationship among administrators’ leadership skills, management support services and university productivity in North-central, Nigeria. The objectives of the study were to: (i) examine the level of leadership skills of university administrators (human, technical and conceptual); (ii) examine the adequacy of management support services (staff development, research and welfare); and (iii) determine the relationship among administrators’ leadership skills, management support services and university productivity (teaching, research and community service). A causal-correlation survey research design was used for the study. Multistage sampling technique was used to select five out of seven federal universities, 380 out of 1058 university administrators, 382 out of 5053 non-teaching staff, 383 out of 4259 lecturers, 383 out of 101, 821 students and 251 out of 658 beneficiaries of university community service programmes. Five validated researcher-designed instruments entitled Staff Assessment of Administrators’ Leadership Skill Questionnaire (SAALSQ), Administrators’ Assessment of Adequacy of Management Support Services Questionnaire (AAAMAAQ), Lecturers’ Assessment of Research Productivity Questionnaire (LARPQ), Students’ Assessment of Teaching Productivity Questionnaire (SATPQ) and Beneficiaries’ Assessment of University Community Service Programmes Questionnaire (BAUCSPQ) were used for data collection. Reliability co-efficients of the instruments determined through test-retest method were 0.78, 0.76, 0.72, 0.64 and 0.68 respectively. Descriptive statistics were used to answer the research questions, while Pearson Product Moment Correlation statistics and Multiple Regression Analysis were used to test the hypotheses at 0.05 alpha level. The findings of the study were that: i. administrators’ human, technical and conceptual skills were fairly adequate with mean values of 1.55, 1.14 and 0.97 respectively; ii. research, staff development and welfare support services were adequate with mean values of 4.47, 4.40 and 3.71 respectively; iii. MSS and ALS combined are significantly related to university teaching productivity with (B=0.937, Se 0.017, tc=54.33>tt=1.69 and B=0.058, Se=0.0.017, tc=3.36>tt=1.69; Fc=76.55), iv. MSS and ALS combined are significantly related to university research productivity (B=0.47, Se= 0.05, tc=9.33>tt=1,69 and B=0.31, Se=0.36, tc=6.13>tt=1.69; Fc=751.97); and v. MSS and ALS did not have significant relationship with community service productivity (F=3.525, p>0.05). The study concluded that administrators’ leadership skills and management support services are predictors of university productivity in North-central, Nigeria. The implication is that if university administrators’ leadership skills and management support services are adequate, university productivity will improve. The study therefore recommended that universities should increase ALS and MSS to improve university productivity, especially community service productivity.
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    COMPENSATION, WORKPLACE BEHAVIOUR AND PERSONNEL JOB PERFORMANCE IN MINISTRIES OF EDUCATION IN NORTH- CENTRAL STATES, NIGERIA
    (UNIVERSITY OF ILORIN, 2021-06) AYINDE, Yusuf Adisa
    Compensation of employees and workplace behavior are very important tools which determine the quality of the output or overall performance of the organisation. Hence, the study examined the relationship among compensation, workplace behaviour and personnel job performance in Ministries of Education in North Central States, Nigeria. Specifically, the study assessed:(i) the level of compensation provided to the staff; (ii) the level of workplace behaviour; (iii) the level of job personnel job performance; (iv) the relationship between salary and personnel job performance; (v) the relationship between promotion and personnel job performance; (vi) the relationship between heath service and personnel job performance; (vii) the relationship between punctuality and personnel job performance; and (viii) the relationship between teamwork and personnel job performance. The study was a descriptive research design of correlation type while multi-stage sampling technique was used for the study in the order of ministry of education and respondents. Random sampling technique was used to select three states (Kwara, Nasarawa and Niger) out of the six states in the Geo-political Zone while random sampling technique was used to select all the three state Ministries of Education in these states. Random sampling technique was used to select 503 staff out of the 878 in the selected states ministries of education, and 145 principal officials (Directors, Assistant and Deputy Directors) out of the 243 in the selected states which constitutes 60%. The choice of the sample population was based on the submission of Olaitan and Nwoke (2014) who stated that if the population is a few thousand, a 60% or more sample will do. “Compensation Questionnaire” (CQ), Workplace Behaviour Questionnaire” (WPQ) and “Personnel Job Performance Questionnaire” (PJPQ) were used to collect data for the study. The instruments were validated by the experts and also tested for reliability. The reliability coefficients realised for CQ, WPQ and PJPQ were .67, .75 and .86 respectively. Research questions were answered using Mean and Standard Deviation while main and operational hypotheses were tested using Multiple Regression and Pearson product-moment correlation statistics respectively at .05 level of significance. The findings of the study revealed that: i. compensation provided to the staff was low (X ̅ = 1.81); ii. level of workplace behaviour was low (X ̅ = 2.25); iii. level of personnel job performance was low (X ̅ = 1.92); iv. there was a significant relationship among compensation, workplace behaviour and personnel job performance (p<.05); The study concluded that effective compensation and workplace behavior play significant role in enhancing personnel job performance which would consequently facilitate realisation of institutional goals in Ministries of Education in North Central States, Nigeria. Based on the findings and conclusion, the study recommended that, state governments should intensify their efforts by paying more attention to staff compensation through the prompt and attractive payment of salary, timely promotion, provision of affordable health services and improved training opportunities and also ensure that staff maintain workplace behavior through strict implementation of staff code of conduct and ensure that appropriate sanctions are carried out on the defaulters.
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    CONCEPTIONS OF ALGEBRA HELD BY SENIOR SECONDARY SCHOOL STUDENTS IN KWARA STATE, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) MUSA, Rafiat Adejumoke
    Algebra in Mathematics deals with the use of letters and signs to represent numbers and values. It also involves equations, which can be solved using graphical method. Students do perform poorly in solving problems involving quadratic equations by graphical method as contained in the chief examiners report. This could be attributed to factors such as lack of understanding and inadequate interpretation as conceived. This study, therefore, investigated the conceptions of quadratic graph held by Senior Secondary School students in Kwara State, Nigeria. The objectives of this study were to: (i) find out the conceptions of quadratic graph held by Senior Secondary School students; (ii) determine the proportion of Senior Secondary School students with correct conceptions, alternative conceptions and misconceptions of quadratic graph; (iii) determine the influence of gender on students’ conceptions of quadratic graph in algebra; (iv) determine the influence of score level on students’ conceptions of quadratic graph in algebra; and, (v) examine the influence of subject combination on students’ conceptions of quadratic graph in algebra. The study adopted a descriptive research method of the survey type. The population was all Senior School students offering Mathematics in Kwara State, while the target population was all SS 2 students offering Mathematics in the State. The sample for the study was 1,200 SS II students. The Algebra Conceptions Test (ACT) was used as the instrument. The Pearson Product Moment Correlation coefficient was used to determine the reliability of the instrument, giving a value of 0.76. The research questions were answered using the percentage, while the hypotheses were tested using Chi-square, at 0.05 level of significance. The findings of the study were that: (i) correct conceptions, alternative conceptions and misconceptions of quadratic graphs existed among Senior Secondary School students in Kwara State, Nigeria; (ii) the proportion of students with correct conceptions, alternative conceptions and misconceptions of quadratic graph in algebra were 25.7%, 30.3% and 44.0%, respectively; (iii) there was a significant difference in the conceptions of quadratic graph held by male and female Senior Secondary School students: ( (2) = 6.386; p<0.05), in favour of the male students; (iv) there was a significant difference in the conceptions of quadratic graph in algebra held by Senior Secondary School students based on score levels: ( (4) = l68.210; p<0.05), in favour of the high scoring students; and xiv (v) there was a significant difference in the Senior Secondary School students’ conceptions of quadratic graph in algebra based on subject combination ( (4) = 95.788; p<0.05), in favour of the science students. The study, therefore, concluded that a low percentage (25.7%) of the Senior Secondary School students held correct conceptions of quadratic graph; gender, score level of students and subject combination influenced students’ conceptions of quadratic graph in algebra. The implication of this result is that a high proportion of Senior Secondary School students (44.0%) held misconception of quadratic graph in algebra. It was, thus, recommended that teachers should employ innovative teaching strategies that facilitate students’ correct conceptions, and remediate their alternative conceptions and misconceptions.
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    EFFECTS OF MODELLING CLAY AND DEMONSTRATION KIT ON SENIOR SCHOOL STUDENTS’ PERFORMANCE IN CELL DIVISION IN OMU-ARAN, NIGERIA
    (UNIVERSITY OF ILORIN, 2020) ADEOYE, Gabriel Ademakinwa
    Cell division, the most important life process for the perpetuation of species, has been identified in literature as a hard-to-teach and hard-to-learn Biology concept. Study technology principles such as modelling clay and demonstration kit has been documented to be effective in enhancing students‟ performances. Therefore, this study investigated the effects of modelling clay and demonstration kit on Senior School students‟ performance in cell division. The objectives were to: (i) determine the difference in the performance of students that learnt cell division with modelling clay, demonstration kit, and conventional method; (ii) examine the effects of modelling clay and demonstration kit on the performance of students based on gender; (iii) investigate the effects of modelling clay on the performance of students based on cognitive styles and score levels; (iv) explore the effects of demonstration kit on the performance of students based on cognitive styles and score levels; and (v) establish the interaction effects among treatment, gender, cognitive styles and score levels. The quasi-experimental, non-randomized, pre-test, post-test control group design was adopted. The population was all Senior School students offering Biology in Omu-Aran, Nigeria while the sample comprised 213 Senior School II students from three purposively selected government schools in Omu-Aran, Nigeria. The stimulus instruments used were Cell Division Course Guide and Research Assistant Training Guide while the test instruments were Cell Division Performance Test (CDPT) and Group Embedded Figure Test (GEFT). The reliability coefficients of the CDPT and GEFT were 0.83 and 0.87 respectively, using Pearson Product Moment Correlation statistics. Data were analysed using t-test and Analysis of Covariance at 0.05 level of significance. The findings of the study were that: i. a significant difference existed in the performance of students that learnt cell division with modelling clay, demonstration kit and the conventional teaching method (F(2, 209) = 90.59, p < 0.05); ii. there was no significant difference in the effects of modelling clay and demonstration kit on the performance of students based on gender; iii. there was no significant difference in the effects of modelling clay on the performance of students based on cognitive styles and score levels; iv. a significant difference existed in the performance of students that learnt cell division using demonstration kit based on cognitive styles (F(2, 62) = 3.55, p = 0.03) and score levels (F(2, 62) = 9.58, p < 0.05), respectively; and v. there was no significant interaction of treatment and gender, treatment and cognitive styles. However, interaction existed between treatment and students score levels (F(4, 203) = 6.18, p < 0.05). The study concluded that modelling clay and demonstration kit improved students‟ performance in cell division. This implies that the use of modelling clay and demonstration kit can significantly enhance students‟ understanding of the life processes taking place in the cell and by extension other biological processes. The study recommended that biology teachers and students should embrace the use of modelling clay and demonstration kit for effective teaching and learning of cell division.
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    ENTREPRENEURSHIP CURRICULUM IMPLEMENTATION, TOTAL QUALITY MANAGEMENT STRATEGY AND STUDENTS’ SKILLS UTILIZATION IN PUBLIC SENIOR SECONDARY SCHOOLS, SOUTH-WEST, NIGERIA
    (UNIVERSITY OF ILORIN, 2018) FASANMI, Eunice Apeke
    Apparently, the world is presently undergoing major transformations. Entrepreneurship curriculum implementation has been identified as part of the transformational measures towards ensuring the socio-economic empowerment of the nation’s youths and her technological development. Thus, this study investigated the relationship among entrepreneurship curriculum implementation (ECI), Total Quality Management Strategy (TQMS) and Students’ Skills Utilization (SSU) in Public Senior Secondary Schools (PSSS) in South-west, Nigeria. The main objectives were to examine the: (i) level of implementation of the 34 entrepreneurship subjects in PSSS in South-west, Nigeria; (ii) level of availability of entrepreneurship infrastructural facilities; (iii) practical skills students have acquired through products and services made; (iv) relationship between availability of entrepreneurship subject instructional materials and students’ academic performance, and (v) relationship among. ECI, TQMS and SSU. The study adopted a descriptive survey of correlational type. The population comprised 13,225 participants from the 2,645 PSSS in South-west, Nigeria. The sample size was 1,690 comprising one principal, one vice-principal (Academic), one HOD (Entrepreneurship) and two entrepreneurship subject teachers from each selected 338 out of 2,645 PSSS using purposive sampling technique and Krejeie Morgan Table respectively. Three instruments: “Entrepreneurship Curriculum Implementation and Students’ Skills Utilization Checklist” (ECISSUC), “Total Quality Management Strategy Questionnaire” (TQMSQ) and “Students’ Academic Achievement Proforma” (SAAP, WAEC standardized format), were used to collect relevant data. The instruments were content validated by five experts.The reliabilities of ECISSUC and TQMSQ were established using Pearson’s Product-Moment Correlation (PPMC) statistics with coefficients 0.62 and 0.65, respectively. Ten research questions were raised and answered using percentages while the main and operational hypotheses were tested using Stepwise Multiple Regression and PPMC statistics at .05 alpha level. The findings of the study were that: i) the level of implementation of the 34 entrepreneurship subjects in PSSS was rated very low by participants 71.9%; ii) the level of availability of infrastructural facilities in PSSS in South-west, Nigeria was rated very low with the mean score of 1.28 below the cut off mean score of 1.50; iii) the practical skills students acquired as shown through product produced was low (39.1%); iv) a significant, low but positive relationship existed between availability of entrepreneurship subject instructional materials and students’ academic performance (r = 0.318; p < .05); and v) There was significant relationship among ECI, TQMS and SSU -- ECI & TQMS (r=0.621; p<.05), ECI and SSU (r=0.556; p<.05), TQMS and SSU (r=0.536; p<.05). The study concluded that there was a strong positive relationship among ECI, TQMS and SSU in PSSS in South-west, Nigeria. The implication of these findings is that adequate knowledge and effective utilization of TQMS would facilitate ECI for SSU in PSSS in South-west, Nigeria. It was recommended that Ministry of Education and curriculum planners should include TQMS in their various training workshops and seminars to sensitize all PSSS stakeholders on TQMS issues and make ample provisions for infrastructural facilities and instructional materials.
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    ENTREPRENEURSHIP EDUCATION, COMMUNITY PARTNERSHIP AND UNIVERSITY GOAL ACHIEVEMENT IN NORTH-CENTRAL NIGERIA
    (UNIVERSITY OF ILORIN, 2021-06) OLADEJOBI, Janet Oluwakemi
    Entrepreneurship education and community partnership have become trending issues which raised deep concern among educational stakeholders. Hence, transformational management strategies that could enhance effective entrepreneurship education and community partnership become imperative for actualization of university goal. The study examined entrepreneurship education, community partnership and university goal achievement in North-central Nigeria. The objectives of the study were to: (i) examine the level of entrepreneurship education in North-central, Nigeria; (ii) investigate the level of community partnership in North-central, Nigeria; (iii) determine the level of university goal achievement in North-central, Nigeria; (iv) examine the relationship between entrepreneurial attitude and university goal achievement in North-Central Nigeria; and (v) determine the relationship between community resource alliance and university goal achievement in North-Central Nigeria. Descriptive research design of correlation type was adopted in carrying out the study. The study population comprised 58,610 students and 74 policy makers and community stakeholders from six states and Federal Capital Territory in North-central Nigeria. Purposive sampling technique was used to select eight out of the 23 Universities, while stratified sampling technique was employed to select 1,424 students and 58 policy makers and the community stakeholders respectively in North-central Nigeria. Three sets of research questionnaires were used: “University Entrepreneurship Education Questionnaire (UEEQ), University Community Partnership Questionnaire (UCPQ) and University Goal Achievement Questionnaire (UGAQ)”. Also, semi-structured interview and observation were used with the aid of coding, thematic processing of observation notes and video-recording to present inductive and deductive reasoning of the qualitative research findings. The instruments were validated with reliability coefficients of 0.71, 0.82 and 0.68 for UEEQ, UCPQ and UGAQ respectively. The semi-structured interview and observation methods were analysed using mean score, whereas the hypotheses were analysed using Pearson‟s correlation statistics at 0.05 level of significance. The benchmark for determining the level of entrepreneurship education, community partnership and university goal achievement were high with mean scores of 2.83-3.11, 3.24-3.32 and 3.21-3.32 respectively. The findings of the study were that: i. the level of entrepreneurships education was high with a mean score of 3.11; ii. the level of community partnership was high with a mean score of 3.32; iii. the level of university goal achievement was high, with a mean score of 3.21; iv. there was a positive significant relationship between entrepreneurial attitude and university goal achievement (r=0.32, p<0.05); and v. there was a positive significant relationship between community resource alliance and university goal achievement (r=0.056, p<0.05) The study concluded that entrepreneurship education and community partnership were desirable for accomplishing university goal. The implication of the study is that functional entrepreneurship training management and genuine community collaboration would address the challenges that are associated with graduate unemployment. The study recommended that entrepreneurship education training programme (EETP) be reviewed periodically in line with best global practices.
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    ENTREPRENEURSHIP TRAINING, CORE-SKILLS ACQUISITION AND PUBLIC UNIVERSITY GRADUATES’ SELF-EMPLOYABILITY IN NORTH CENTRAL, NIGERIA
    (UNIVERSITY OF ILORIN, 2020-01) ALOBA, Fatimah Musa
    The problem of unemployment and poverty occasioned by low university graduates employability has been of great concern to the stakeholders in education. Hence, the introduction of entrepreneurship training to enhance students’ acquisition of core-skills to enables universities to produce self-employed graduates. Thus, this study examined the relationship among entrepreneurship training, core-skills acquisition and public university graduates’ self-employability in North-central Nigeria. Other purposes includes: i. to investigate the relationship between vocational training and public university graduates’ self-employability in North-central Nigeria; ii. theoretical training and public university graduates’ graduates self-employability in North-central Nigeria; iii. practical training and public university graduates’ self-employability in North-central Nigeria; iv. vocational skills and pubic university graduates’ self-employability in North-central Nigeria; v. communication skills and public university graduates’ self-employability in North-central Nigeria; and vi. managerial skills and public university graduates’ self-employability in North-central Nigeria. Descriptive research design was adopted for this study. The population of the study consist of 11 Directors of the entrepreneurship centers and all 50,957 final year students (400 level) in the universities in North-central Nigeria. Eight directors were selected and 382 (400 level) students were selected as sample for the study. There were two researcher’s designed questionnaires titled entrepreneurship training questionnaire (ETQ) to elicit information from the Directors on entrepreneurship training and core-skills acquisition questionnaire (CSAQ) designed to elicit information from the 400 level students. The validity of the instruments were ensured by given the instruments to the researcher’s supervisor and four other experts while Crumbach Alpha were used to ascertained the reliability of the instruments. Mean and standard deviation were used to answer the three research questions while Pearson Product Moment-Correlation statistics were used to test the six operational hypotheses at .05 level of significance. The findings were that: i. there was significant relationship between vocational training and public university graduates’ self-employability in North-central Nigeria (r =2.27, p < 0.05). ii. there was significant relationship between theoretical training and public university graduates’ self-employability in North-central Nigeria (r =2.12, p < 0.05) iii. there was significant relationship between practical training and public university graduates’ self-employability in North-central Nigeria (r =2.19, p < 0.05) iv. there was significant relationship between vocational skills and public university graduates’ self-employability in North-central Nigeria (r =1.79, p < 0.05) v. there was significant relationship between communication skills and public university graduates’ self-employability in North-central Nigeria (r =1.96, p <0.05) vi. there was significant relationship between managerial skills and public university graduates’ self-employability in North-central Nigeria ( r =2.59, p< 0.05) The study concluded that upon all the investments and efforts in entrepreneurship training to ensure graduates’ self-employability, progress towards enhancing self-employability of public university graduates in North-central Nigeria seems little. Therefore, it was recommended among others that university administrators should partner with the community to lessen the burden of recruiting core-skilled personnel that can aid effective vocational training and managerial skills acquisition.
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    FUNDING AND SCHOOL DEVELOPMENT PROGRAMMES AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN NORTH-CENTRAL NIGERIA
    (UNIVERSITY OF ILORIN, 2018) SAGAYA, Abiodun Amudalatu
    Education is a yardstick to measure socio-economic, cultural, skill acquisition and technological development. Secondary school education is important because it is a bridge between basic and tertiary education. Inadequate funds and poor implementation of school development programmes were factors affecting students’ academic performance in North-central Nigeria. Thus, this study therefore investigated the relationships among funding, school development programmes and secondary school students’ academic performance. The objectives were to: (i) determine the sources of funding secondary school education; (ii) investigate how the funds allocated are utilised; (iii) identify various development programmes in secondary schools; (iv) examine the level of the implementation of the school development programmes (v) examine the level of students’ academic performance; and (vi) determine the relationships that existed between funding, school development programmes and students’ academic performance in North-central Nigeria. The research was a correlational descriptive survey. The population comprised all the 1,582 secondary school principals in North-central Nigeria. Purposive sampling technique was used to select three (50%) out of the six states. The target population was 844 secondary school principals, while stratified sampling technique was used to select 196, 169 and 152 principals, respectively from the three states, making a total sample of 517 principals. Purposive sampling technique was used to select six project officers from the three states Ministry of Education. A total number of 341,425 students’ results from 2011 to 2015 were used to determine students’ academic performance. A researcher-designed questionnaire, checklist and result proforma were employed to collect relevant data. The questionnaire was validated by four experts and reliability coefficient of 0.89 was obtained. The data collected was analysed using percentage, graph, mean ranking, multiple regression and Pearson Product-Moment correlation statistic at 0.05 level of significance. The findings were that: i. main source of funding secondary education came from the budgetary allocation of the state (98.53%); ii. fund utilised on secondary school education was 98.04% recurrent and 32.24% capital expenditure, respectively; iii. school development programmes available were Teacher Development Programme (45.3%), Student Exchange Development Programme (0.8%), Student Welfare Services Development Programme (26.8%), Infrastructural Development Programme (12.7%) and School Renovation Programme (14.4%); iv. implementation of school development programmes was moderate with the mean score of 2.67; v. students’ academic performance was average with 65.5% of the students having 5 credit passes including English Language and Mathematics; and vi. there was a positive but low significant relationship among funding, school development programmes and students’ academic performance in North-central Nigeria ( F (2,461) = 53.532, p ˂ 0.05) The study concluded among others that state budgetary allocation was the main source of funding secondary education; that fund utilized on school development programmes was below average; and that students’ academic performance was average. The implication is that, to enhance student’s academic performance, there is the need for full release of approved funds and adequate implementation of school development programmes. The study therefore recommended a full release of funds allocated to secondary school education and an effective implementation of school development programmes to enhance students’ academic performance.
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    FUNDING, INTERNAL EFFICIENCY AND GOAL ACHIEVEMENT OF UNIVERSITY EDUCATION IN NORTH CENTRAL, NIGERIA
    (UNIVERSITY OF ILORIN, 2018-07) OTTAN, Jamiu Olatunji
    Funding inadequacy of university education in Nigeria has contributed to the production of graduates who could not impact positively the economic and social development of the nation. Thus, this study set out to investigate funding, internal efficiency and goal achievement of university education in North-central Nigeria. The objectives of the study were to: (i) identify sources of university education funding; (ii) investigate adequacy of funds released to universities; (iii) examine provision of physical facilities, capacity building programmes for lecturers, ICT tools, mentorship and lecturers’ welfare services; (iv) determine wastage and graduation rates; (v) determine the relationship between university funding and goal achievement; (vi) determine the relationship between internal efficiency and goal achievement; and (vii) determine the relationship among funding, internal efficiency and goal achievement of university education in North-central Nigeria. The study adopted a descriptive research design of correlation type. The population comprised all seven federal universities in North-central Nigeria. This is because they had the same funding policy. Five of these institutions that had the required data to measure internal efficiency were purposively chosen. Four faculties were randomly selected in each of the institutions. Stratified random sampling technique was used to select 1076 lecturers out of the 2404 lecturers in the institutions. Funding and Internal Efficiency Questionnaire (FIEQ); Goal Achievement Questionnaire (GAQ); Resource Availability Check-lists (RAC) and Student’s Academic Performance Proforma (SAPP) were the instruments used for data collection. The questionnaires were content-validated and reliability coefficients of 0.87 and 0.72 for FIEQ and GAQ, respectively were obtained. Descriptive statistics of percentage and mean score were used to answer the research questions, while multiple regression analysis and Pearson’s Product Moment Correlation statistics were used to test the hypotheses at 0.05 significance level. The findings of the study were that: i. Federal universities relied heavily on monthly subvention and administrative charges as sources of funding; ii. funds released for university education in Nigeria were not adequate as the gap between proposed budget and funds released from year 2011 and 2015 ranged between 26% and 39%; iii. provision of funds for physical facilities, capacity building programmes, ICT tools, mentorship, and lecturers’ welfare services were fair in the institutions (mean scores of 3.03, 3.24, 3.32, 3.16 and 3.29 respectively); iv. in the institutions, student academic wastages were very low (5%) while graduation rates were very high (95%); v. significant relationship existed between university funding and goal achievement (r = 0.34, p ˂ 0.05); vi. significant relationship existed between internal efficiency and university goal achievement (r = 0.47, p ˂ 0.05); and vii. significant relationship existed among funding, internal efficiency and university goal achievement (R2 = 0.032, p ˂ 0.05). The study concluded that funding of university was inadequate. This had led to low level of internal efficiency in achieving university goals in the study area. It was recommended, that there should be improved funding from all stakeholders for adequate provision of resources while the universities should improve on their internal revenue generation drive.
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    INSTITUTIONAL POLICY IMPLEMENTATION AND LECTURERS' READINESS TOWARDS ADOPTION OF LEARNING MANAGEMENT SYSTEM IN SOUTH-WEST UNIVERSITIES, NIGERIA
    (UNIVERSITY OF ILORIN, 2017-11) JIMOH, Taibat Bolanle
    Learning Management System (LMS), a component of Information and Communication Technology (ICT) has brought changes into most aspects of the education system. This has rendered the existing teaching principles and methods unsuitable for the achievement of the educational objectives. Therefore, there is need for new orientation in teaching and learning. This research was carried out to examine lecturers’ readiness and institutional policy implementation towards adoption of LMS as part of their ICT utilization in universities in the South-west, Nigeria. The objectives of the study were to: (i) investigate the level of ICT policy implementation with respect to adoption of LMS; (ii) determine the adequacy of facilities provided for adoption of LMS in the institutions; (iii) examine lecturers’ perceived self-efficacy in the use of LMS; (iv) examine the readiness of lecturers towards using LMS in the institutions; and (v) examine the influence of gender, age and ICT skill on lecturers’ readiness to adopt LMS. The study adopted a mixed method research design involving cross-sectional survey and in-depth interview. A multi-stage sampling technique was used to select 538 out of 6,252 lecturers and five ICT Directors from six universities for the study out of the 15 government-owned universities in the South-west, Nigeria. The research instruments used for the study were validated researcher-designed questionnaire and structured interview guide entitled “Institutional Policy Implementation and Lecturers’ Readiness on LMS Adoption Questionnaire” (IPILRLMSAQ) and “Interview Questions on Institutional Policy Implementation and LMS Adoption” (IQIPIALMSA), respectively. The reliability coefficient of the IPILRLMSAQ was 0.8. Seven research que-stions were answered and six hypotheses were tested in the study. The data collected were analyzed using descriptive and inferential statistics at 0.5 level of significance. The findings of the study were that: i. ICT policy implementation in institutions with regards to LMS adoption were at its infancy stage as a result of inconsistent framework, non-functional ICT policy, inadequate funding and lack of adequate training and retraining on LMS; ii. the ICT facilities provided were adequate with the least mean value of 3.81; iii. the lecturers indicated a moderate level of perceived self-efficacy with least mean value of 3.87; iv. lecturers’ readiness towards using LMS in the universities is positive (b = 0.539, p < 0.05); and v. there was no significant difference in the lecturers’ readiness to use LMS based on gender, age and ICT skills (male = 4.0261, female = 4.0278; young = 3.97; old =4.02; skilled 3.96; unskilled 4.21 respectively). The study concluded that implementation of institutional policy on ICT and lecturers' readiness could guarantee successful adoption of LMS in the Nigerian universities. The study recommended that there should be consistent framework, functional ICT policy implementation on LMS and adequate funding in Nigerian universities. Also, there should be adequate training and retraining for lecturers on LMS to enhance their job performance in the universities.
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    LABOUR MARKET CORE SKILLS REQUIREMENTS AND UNIVERSITY GRADUATE SOFT SKILLS COMPETENCE IN NORTH-WEST, NIGERIA
    (UNIVERSITY OF ILORIN, 2018) ADEDEJI, Israel Olusegun
    One of the challenges facing university graduates is unemployability. This is because university graduates have generally been described as poorly-trained and are deficient in employability skills. This study investigated labour market core skills requirements and university graduate soft skills competence in North-west, Nigeria. The objectives of the study were to: A correlational research design was adopted for the study. Purposive sampling technique was used to select four states for the study. Purposive sampling technique was used to select 306 out of 1,212 top management staff from educational, commercial, science and technology industries in the Selected States (Zamfara, Jigawa, Katsina and Kaduna). The instrument used for the study was a validated researcher-designed questionnaire with a test re-test reliability index of 0.89. Descriptive statistics of percentage and mean scores were used to analyse the demographic data of the participants and to answer the research questions, while Pearson Product-Moment Correlation statistic was used to test the hypotheses at 0.05 level of significance. The findings of the study were that: i. employers of labour (in public and private sectors): required university graduates from different areas of specialisations, most especially from Science and Technology more than Education, Social Sciences and Arts (36.6%); required university graduates with 1st class honours in few cases while in most cases required graduates with 2nd class upper, 2nd class lower division and third class (30.7%); also, required university graduates with 5-9 years of work-related experiences (37.9%) than the others; ii. the soft skills competence levels of university graduates in communication, analytical and entrepreneurial skills were low with mean scores of 1.86, 1.81 and 1.71, respectively; while basic computer and interpersonal skills were moderate (mean scores = 2.18 and 2.12, respectively); and, iii. there was a significant relationship between labour market core skills requirements and universi This study concluded that university graduates soft skills competence level in North-west was low and the implication of this is that the Nigerian universities needed to focus more on developing graduates soft skills. This study recommended that more emphasis should be placed on the soft skills competence of graduates and the curricular content of every area of specialisation should be reviewed to be more activity-based in meeting the skills required by employers of labour.
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    LECTURER COMPENSATION, JOB COMMITMENT AND GOAL ACHIEVEMENT IN STATE COLLEGES OF EDUCATION, NORTH-CENTRAL NIGERIA
    (UNIVERSITY OF ILORIN, 2020-03) SULYMAN, Kamaldeen Olohundare
    Compensation of lecturers which serves as a basis for their job commitment and consequently leads to goal achievement of the State Colleges of Education, North-central Nigeria has been found to be at the low ebb. Hence, this study examined lecturer compensation, job commitment and goal achievement in the State Colleges of Education, North-central Nigeria. The objectives of the study were to: (i) investigate the level of compensation provided to the lecturers; (ii) assess the level of lecturers’ commitment to the job; (iii) determine the level of goal achievement; and (iv) examine the relationship between salary and lecturers’ job commitment. The study adopted a descriptive research design of correlation type. The population of the study comprised 2,015 lecturers in all the 10 State Colleges of Education, 2,602 Principals and 13,643 Head Teachers in all the public Basic Schools respectively in North-central Nigeria. Random sampling technique was used to select three (Kwara, Kogi and Niger) out of the seven states in the Geopolitical Zone while purposive sampling technique was used to select all the six State Colleges of Education in the sampled states. Proportional sampling technique was used to select 289 out of the 1,144 in the selected Colleges of Education, 299 out of the 1,331 Principals and 363 out of the 6,589 head teachers of basic schools in the selected states. Lecturer Compensation Questionnaire (LCQ), Job Commitment Questionnaire (JCQ) and Goal Achievement Questionnaire (GAQ) were used to collect data for the study. The LCQ, JCQ and GAQ were validated with reliability coefficients of 0.72, 0.78 and 0.90 respectively. Of the 951 copies of the questionnaire administered, 777 were completed and used for analysis. Mean, Standard Deviation and Pearson Product Moment Correlation Coefficient (PPMCC) were used to analyse the data at 0.05 level of significance. The benchmark (mean scores) for determining the level of lecturer compensation, job commitment and goal achievement was 1.00-2.44, low; 2.45-3.44, average; 3.45-4.44, high and 4.45-5.00, very high. The findings of the study were that: i. the level of compensation provided to lecturers was low (X ̅ = 2.12); ii. the level of lecturers’ commitment to the job was average (X ̅ = 2.68); iii. the level of goal achievement was average (X ̅ = 2.55); and iv. there was a significant relationship between salary and lecturers’ job commitment (r = .586, p<0.05). The study concluded that adequate compensation contributes to the enhancement of lecturers’ job commitment which would consequently facilitate actualisation of institutional goals in the State Colleges of Education, North-central Nigeria. The implication of the study is that if lecturers are well compensated, it would enhance their job commitment and consequently lead to goal achievement. The study recommended that state governments should intensify their efforts by paying more attention to lecturer compensation through the prompt and adequate payment of salary, timely promotion, provision of affordable health services and improved training opportunities.
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    POLICY CHANGE IMPLEMENTATION STRATEGIES AND GOAL ACHIEVEMENT IN TECHNICAL COLLEGES IN SOUTH- WEST, NIGERIA
    (UNIVERSITY OF ILORIN, 2018) ADEWALE, Sulaimon
    Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria. The objectives were to examine: (i) the level of principals’ and teachers’ awareness of TVET policy changes; (ii) principals’ adoption of TVET policy implementation strategies as stated in policy documents;(iii) the resource availability to develop skills in technical colleges; (iv) the extent of principals’ achievement of TVET goals in technical colleges in South-west Nigeria; and (v) the relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria. The research was a correlational survey type. It adopted a multi-stage sampling technique. Stratified sampling technique was used to select state-owned technical colleges. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 teachers were sampled. Six researcher-designed instruments were used for data collection. These were two content-validated questionnaires entitled Policy Change Implementation Strategies Questionnaire (PCISQ), Goal Achievement in TVET Questionnaire (GATVETQ) with reliability coefficients of 0.68 and 0.81 respectively; Students’ Academic Performance Inventory in NABTEB, Resource Availability Checklist (RAC), Skills Acquisition Observation Checklist (SAOC) and unstructured interview. Percentage, means and rank order were used to answer the research questions, while linear Multiple Regression Analysis and Pearson’s Product Moment Correlation statistics were used to test the hypotheses at 0.05 significance level. The findings of the study were that: i) principals (96 %) and teachers (98.8 %) were highly aware of policy changes in TVET; ii) principals did not fully adopt TVET policy implementation strategies as stated in the policy document (funding = 1.96; counselling = 2.19; staff capacity building = 2.47); iii) resources were available but were inadequate to train students to acquire relevant skills in most colleges (180, 47%). iv) TVET goals have not been fully achieved in technical colleges in South-west, Nigeria (manpower production =52%, entrepreneurial skills development =33%, practical skills acquisition = 62.3%); and v) there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217). The study concluded that inability to fully adopt TVET policy change implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. Based on the findings, it was recommended, that principals should make efforts to reach out to the alumni, public-spirited philanthropists, Government, and Non-governmental organisations to assist in the provision of training resources for students.
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    TEACHERS’ CITIZENSHIP BEHAVIOUR, COLLECTIVE EFFICACY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN NORTH-CENTRAL NIGERIA
    (UNIVERSITY OF ILORIN, 2021-02) YUSUF, Laro Ibrahim
    Citizenship behaviour and collective efficacy which could influence students’ academic performance has been a major concern to educational stakeholders. Although, several studies have examined factors influencing students’ academic performance, the extent to which teachers’ citizenship behaviour and collective efficacy could influence students’ academic performance seem yet to be so determined. Hence, this study examined teacher citizenship behaviour, collective efficacy and students’ academic performance in public secondary schools in North-central Nigeria. The objectives of the study were to (i) determine the level of teacher citizenship behaviour; (ii) investigate the level of collective efficacy; (iii) assess the level of students’ academic performance; and (iv) examine the relationship between teachers’ benevolence and students’ academic performance. The study adopted descriptive research design of correlational type. The population of this study comprised 2,114 principals and 5,728 vice principals in all the public senior secondary schools in the North-central Nigeria. The target population comprised 977 principals and 2,454 vice principals in the sampled States. Random sampling technique was used to select three (Kwara, Kogi & Nassarawa) out of the six states in the geopolitical zone. Proportional sample procedure was used to select 112 out the 394 principals and 141 out of the 1,038 vice principals in Kwara State, 81 out of the 285 principals and 98 out of the 720 vice principals in Kogi State and 84 out of the 298 principals and 95 out of the 696 vice principals in Nassarawa State. Teachers’ Citizenship Behaviour Questionnaire (TCBQ), Collective Efficacy Questionnaire (CEQ) and Students’ Academic Performance Proforma (SAPP) were used to collect data for the study. The TCBQ and CEQ were with reliability coefficients of 0.78 and 0.84 respectively. Mean, Standard Deviation and Pearson Product-Moment Correlation Statistic were used to analyse the data at 0.05 level of significance. The benchmark (mean scores) for determining the level of teachers’ citizenship behaviour and collective efficacy was 1.00-1.99, low; 2.00-2.99, moderate and 3.00-4.00, High. Also, the benchmark for determining the level of students’ academic performance was 1.00-33.03, low; 33.04-66.06, average and 66.07-100, High. The findings of the study were that: i. the level of teachers’ citizenship behaviour was high (X ̅ = 3.15); ii. the level of collective efficacy was high (X ̅ = 3.15); iii. the level of students’ academic performance was average (X ̅ = 50.82); and iv. there was significant relationship among teachers’ citizenship behaviour, collective efficacy and students’ academic performance (f = 3.882, p<0.05). The study concluded that, effective teachers’ citizenship behaviour and collective efficacy helped to improve students’ academic performance in public senior secondary schools in North-central Nigeria. The implication of this study is that, if teachers’ citizenship behaviour and collective efficacy are effective, these would enhance students’ academic performance. The study recommended among others that teachers in public secondary schools in North-central Nigeria should not only work hard to sustain the level of their citizenship behaviour but also intensify effort to improve upon it to enhance students’ academic performance.
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    UNIVERSITY PLANT PLANNING AND EFFECTIVENESS IN NORTH-CENTRAL PUBLIC UNIVERSITIES, NIGERIA
    (UNIVERSITY OF ILORIN, 2021-05) ADELEKE, Florence Oluwaseye
    Universities perform effectively in an environment where school plants provision is adequately planned to help achieve the goals and objectives of teaching, research and community service. The present scenario in some universities where the facilities are poorly located; where the building sizes are inadequate for the students and where the aesthetics is unpleasant may lead to impairment in the effectiveness of the universities. Thus, this study investigated university plant planning and effectiveness of public universities in North-central Nigeria. The objectives of the study were to: (i) investigate the adequacy of university plant planning; (ii) determine the level of universities effectiveness; (iii) examine the relationship between school plant location and universities effectiveness; (iv) investigate the relationship between school aesthetics and universities effectiveness; and (v) investigate the relationship between building design and universities effectiveness. The study employed a descriptive survey research design. The population of the study comprised all the 6,462 lecturers in the universities in the North-central Nigeria. The sample consisted of 794 lecturers who were selected from six universities in the North-central Nigeria using stratified random sampling technique. University Plant Planning Questionnaire, Effectiveness Questionnaire and Students’ Academic Performance Proforma were used to obtain data for the study. The questionnaire was validated with reliability coefficient of 0.89. The data were analysed using SPSS computer soft ware package. Mean, percentages, standard deviation and ranking order were used to analyse the research questions. While Pearson Product Moment Correlation Statistics was used to determine the level of relationship between the two variables at 0.05 level of significance. The benchmark (mean scores) for determining the level of adequacy of plant planning is 1.00-49.99 = low; 50.00-59.00 = average; 60.00 -100.00 = high; while that of the level of effectiveness is 0.00-49.00%= low; 50.00- 59.00%= average and 60.00-100%= high. The findings of the study were that: (i) the university plant planning in North-central, Nigeria was inadequate ( (ii) the level of effectiveness of universities was low (16.42 %); (iii) there was a significant relationship between plant location and universities effectiveness (r=0.41 p<0.05); (iv) there was a significant relationship between plant aesthetics and universities effectiveness (r= 0.09, p<0.05); (v) there was a significant relationship between plant design and universities effectiveness (r= 0.12, p<0.05); (vi) there was a significant relationship between building sizes and universities effectiveness (r= 0.32, p<0.05); and (vii) there was a significant relationship between plant safety and universities effectiveness (r= 0.10, p<0.05). The study shows that there was a relationship between university plant planning and effectiveness in public universities in the North-central Nigeria. Also, the level of effectiveness in public universities in the North-central was low as a result of inadequate university plant planning in terms of location,school plant aesthetics, building design, size and students and employees safety. The study recommended that university plant planning in terms of location for easy accessibility, size, safety should be improved upon in order to enhance the effectiveness of the Universities.