Education In Nigeria Research Articles

Students’ Perception of eLearning Adoption as a New Dimension of Education in Nigeria. A case study of Ladoke Akintola University of Technology, Open and Distance Learning Centre, Ogbomoso (LODLC)

Students’ Perception of eLearning Adoption as a New Dimension of Education in Nigeria. A case study of Ladoke Akintola University of Technology, Open and Distance Learning Centre, Ogbomoso (LODLC)

Entrepreneurship skills framework for fostering the employability of industrial technology students

<span lang="EN-US">The rising rate of youth unemployment and its attendant consequences on the general populace in Nigeria has assumed a frightening dimension. The academia and other relevant stakeholders have gradually come to realize that the possession of academic qualifications alone cannot guarantee a good quality job. Nigerian higher intuitions are now introducing entrepreneurship studies in their school curriculum without a clear framework. Research has shown that this does not guarantee total graduates unless we have an entrepreneurship skills framework that is functional and discipline-based. Noting that entrepreneurship is classified into two folds; entrepreneurship specific and entrepreneurship mindset, this study intends to develop an entrepreneurship skills framework that will promote the employability of the students of Electrical Technology in Colleges of Education in Nigeria. The survey research that employs the sequential exploratory mixed methods was used for the study. The population for this phase consists of entrepreneurs and academics in Nigeria. The use of the partial credit model in the Rasch analysis model guaranteed the consensus of the experts on each of the items being measured. The outcome of the study will contribute to the social-economic peace and sustainability in Nigeria and the body of knowledge in entrepreneurship regarding electrical technology.</span>

The right to education, social justice and the Nigerian students loan act

The right to education is recognised all over the world as human right. In fact, unfavourable conditions tied to the fact of not being educated serve as an impetus to people to want to indeed be educated. Nonetheless, the right to education in Nigeria might not be a right, but a pseudo-right. Access to education, most especially higher education, is impeded by the unavailability of funding. Social justice includes right to education for all. Then it is necessary for the government of countries to provide right conditions for funding. One of the funding mechanisms which replaces personal out-of-pocket payments is the student loan. The fact that resources are limited and the fact of equal access (with requirements) show that social justice cannot be attained in society. Due to this fact, it is necessary to have a system of allocation that is near-justice. One where assertions as to the existence of discriminations are limited or non-existent. All the past laws on students’ loan funding did not really reveal social justice and neither did they show near-justice. With the aid of doctrinal methodology, enactment of the Students Loans (Access to Higher Education) Act 2023 was examined and the paper finds that a lot of persons were denied access to funding. An amendment subsequently proceeded to rectify the problems inherent in the former Act, but it provided for what was done away with in the old Act and what should have been done away with in securing proximity to social justice in education. On that premise, the paper recommends that interests on loans be removed.

The Nexus Between Government Secondary Education Expenditure and Quality of Education in Nigeria

The decline in the educational system in Nigeria has been a burning subject of research over the years due to its essence in National development. This study examined the Nigerian government education expenditure in comparison with selected countries in Africa, the quality of education in the country and explored the relationship between the government secondary education expenditure and the quality of education at that tier of education system. Data for the study was collated majorly from the World Bank database and official documents of relevant government agencies. The data analysis showed that Nigeria recorded the lowest figure in government education expenditure across all the years under study (2010-2018) except in 2012 when it recorded 8.55% ahead of Seychelles at 6.77%. Nigeria's all-time high was in 2015 (9.26%) and the all-time low was in 2018 (5.94%). Nigeria recorded a high secondary school enrollment rate in 2013 of 56.21% and a corresponding government education expenditure of 8.68%, followed by a decline in enrollment (10.59%) in 2014 despite an increased expenditure of 0.36% over the previous year. The analysis also found a relationship (r=0.61) between government education expenditure and secondary school enrollment. The study among other recommendations suggests that the Nigerian government should prioritize education during budget allocation to improve the quality of education at all levels.

Pre-service teacher’s perceptions about the difficult nature of physics as a mathematics embedded course in a college of education

Despite the great importance attached to physics as a core science course that aids the learning of other subjects like mathematics, chemistry, agriculture, biology, computer, geography, and other vocational subjects in high schools to upgrade their knowledge on the physical world, some pre-service teachers still see physics as a very difficult subject that only exist in an abstract form. As a result of this, some pre-service physics teachers find it a challenge when offering or teaching physics as a course in colleges of education and high schools during their teaching practice. The reasons contributing to this is not far from; poor teaching and learning approach, lack of modern practical equipment, and incompetent lecturers among many others. As a result of this, this study finds it necessary to investigate the preserve teachers’ perceptions about the difficult nature of physics as a field of study in a college of education. In achieving this, the study was conducted among some college of education students taking physics as a major or minor field of study in a college of education. And this study was carried out using a quantitative approach of data collection among the 46 students taking physics as a course in a college of education in Nigeria. The result of the finding confirmed that there is a high percentage of the participants taking physics who reported that the teaching process, adopted when learning it, lacks some vital resources, such as motivation, good practical tools, and competent lecturers among many other. As a result of this, some students have taken physics as a difficult subject

Integrating Electric Vehicle Technology into Automotive Education Curricula in Colleges of Education in Nigeria: Challenges and Opportunities

The main purpose of the study was to integrate electric vehicle technology into Automotive Education Curricula in Colleges of Education in Nigeria with focus on the challenges and opportunities. The study which adopted a descriptive survey research design was conducted in northeast Nigeria and had three research questions. The population of the study was 395 comprising 248 lecturers in Automobile Technology Education from 8 Colleges of Education in the Northeast and 147 industry professionals whose industries are registered with the Corporate Affairs Commission as well as the Ministry of Commerce and Industries in the various states of the Northeast. The study adopted simple random sampling technique which Krejcie and Morgan (1970) sample size table and 191 respondents were selected. A structured questionnaire developed by the researcher titled: "Automobile Electric Vehicle Technology Integration Questionnaire, (AEVTIQ)" was used as instrument for data collection. The instrument was validated by three experts and a reliability index of 0.89 was obtained using Cronbach Alpha. Mean statistic was used to answer the research questions. Findings of the study revealed that the content needed for inclusion include Electric Powertrain Systems, Battery Technology and Management, Charging Infrastructure and Technology, Emerging Technologies and Trends, and Thermal Management Systems. Based on the findings, the study recommended that the NCCE should as a matter of urgency update and enrich the existing curriculum to incorporate comprehensive training on EV technology, covering key areas such as electric powertrain systems, battery management, and charging infrastructure.

Assessment of Inclusion in Upper Basic English Language Curriculum in Nigeria

The study assessed the current English language curriculum at the upper basic level in Taraba state with particular emphasis on the relevance of the content to the English language inclusive curriculum needs. Two towns and 7 public schools were selected for the study through purposeful sampling method. Thirteen English language teachers at the upper basic levels in the schools responded to a 22-item questionnaire titled ‘Inclusive Education Curriculum Needs Questionnaire’ (IECNQ). Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The study revealed that the current curriculum falls below expectation in catering for the demands of English language inclusive curriculum needs. Teachers of English language at the upper basic level in Taraba state for instance, possess little or no knowledge about inclusive learning and what it means for a student to be language impaired. It is therefore necessary that there be a review of the English language curriculum at the upper basic level to cater for the needs of the English language inclusive curriculum. The stakeholders of the field of education in Nigeria will have to take drastic steps in enlightening the English language teachers at this level the concept of inclusive education if the goal of equal educational right to every Nigerian child will be achieved.

Strategic Planning, Transformational Leadership and Organization Performance: Driving Forces for Sustainability in Higher Education in Nigeria

Leadership is crucial to moving society and organizations from one stage to another. Strategic planning is required to sustain the quality of education due to the changing features of students and the construction of many higher educational institutions in Nigeria. However, because higher education is evolving, leaders’ strategic thinking constantly shifts. This study examines the effect of strategic planning on transformational leadership towards attaining the organizational performance of higher education institutions in Nigeria. This study used a sample of 388 staff from 48 state universities in Nigeria. The findings indicate that strategic planning positively influences transformational leadership and organizational performance. Moreover, transformational leadership positively mediates strategic planning and organizational performance. We empirically validate the role of strategic planning in enhancing the performance of higher education institutions. Also, strategic-planning-focused and transformational leadership processes can be critical for facilitating the proper guidelines to improve higher education institutions’ performance.

LEVERAGING INTERNET OF THINGS IN 21ST CENTURY EDUCATION IN NIGERIA: GAINS, CHALLENGES, AND FUTURE DIRECTION

This paper examined the need to integrate Internet of Things (IoT) technologies into Nigeria's education system to help close digital divides between Nigeria and her advanced counterpart countries. The benefits, opportunities and challenges for integration of IoT were explored through the lenses of constructionism, connectivism and activity models. Possible technical, pedagogical, financial and social barriers that would face large-scale IoT adoption in schools were examined. To overcome these obstacles, the paper also examined the blended strategies including specialized learning hubs, cloud-sourcing models, mentorship networks, and crowd-computing. Collectively, these approaches could empower leveraging IoT for transformative, project-based connected learning through participatory knowledge-building. Potential navigational tactics were reviewed like contextualized training, activity groups for continual connections, and public-private partnerships to share infrastructure costs. The paper concluded that by guiding implementation with established theoretical models while pursuing innovative technical, economic and social strategies tailored to the local context, noting that Nigeria can successfully overcome barriers to leveraging Internet of Things for advancing 21st century teaching and learning outcomes. However, the paper also acknowledged the need for further research. Areas suggested for future exploration included longitudinal case studies evaluating impact of different infrastructure deployment and financing options. Large-scale surveys were proposed to understand evolving teacher perception and ongoing support needs. Finally, comparative analyses with other developing economies’ IoT integration pathways and best practices could provide valuable insights for optimizing Nigeria’s approach.

Management of work stress among arts and science school administrators in Nigeria using rational emotive occupational health coaching: A randomized controlled trial evaluation.

The working circumstances of the administrators are appalling due to the nature of education in Nigeria. These administrators put in a lot of overtime to fulfill the expectations of their positions, which stresses them out. But there is no information in the literature about how administrators of science schools deal with their demanding environments. Therefore, the aim of this study was to evaluate how administrators of secondary scientific schools in the Southeast could manage work-related stress by using rational and emotive occupational health coaching. A randomized controlled trial (RCT) experimental design was used for the investigation, with 106 people divided into 2 groups-one for the intervention and one for the control. A selection of these participants came from southeast Nigerian special scientific schools. The Occupational Stress Index (OSI) and the Perceived Stress Scale (PSS) served as the foundation for our data collection procedure. A posttest was given following the 12-week intervention, and then there was a 2-month follow-up assessment. Repeated analysis of variance (ANOVA) was utilized to ascertain the effects both within and across groups. It was revealed that rational emotive occupational health coaching had significant effect on the management of work stress among southeast secondary arts and science school administrators, F (2, 208) = 1452.484, P = <.050, ŋ2 = .933, and F (1, 104) = 18076.988, P = <.050, ŋ2 = .994). The management of work stress among southeast secondary arts and science school administrators was significantly improved through rational emotive occupational health coaching.

Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

This research examines the utilisation of Massive Open Online Courses (MOOCs) by university undergraduates in Ibadan, Nigeria, for digital skill development. A survey of 378 undergraduates from the University of Ibadan, Lead City University, and Dominican University is conducted. Principal Component Analysis (PCA) simplifies UTAUT variables, while regression analysis explores factors influencing MOOC usage. Results show a substantial 77.8% adoption rate of MOOCs, indicating a growing interest in online learning. Performance expectancy, effort expectancy, social influence, facilitating conditions, and internet accessibility significantly influence MOOC usage, though higher values for performance expectancy and facilitating conditions unexpectedly correspond to reduced utilisation. Demographic factors like age and gender do not significantly impact adoption. Limitations include the focus on Ibadan university students, potentially limiting generalizability, and the study’s cross-sectional nature, which may not capture long-term trends. Nonetheless, the research sheds light on digital education in Nigeria, emphasising MOOC utilisation among students. Rigorous statistical analyses and incorporating the UTAUT framework provide a robust foundation for interpretation. The results highlight prevalent MOOC usage and offer insights into adoption factors. Implications extend to educational institutions, instructors, digital literacy initiatives, and policy-making, stressing the importance of enhancing MOOC adoption for digital skill development among Nigerian university students.

Rating the Delivery Rate of TETfund Projects in South-East Nigerian State Universities

The study evaluates the completion rates of Tertiary Education Trust Fund (TETfund) projects in South-East State Universities, highlighting the importance of timely completion for high-quality education and university infrastructure development in Nigeria's impoverished economic situation, where inadequate funding is common. The study was conducted in five South-East Nigerian state universities targeting the 6662 population. The analysis used SPSS, resulting in 35.5% of the sample. The results showed that the duration of Tertiary Education Trust Fund (TETfund) projects has influenced project completion rates in South-East Nigerian universities. 28% of respondents believe that time duration has led to some universities losing TETfund project approval, while 42% believe it has increased the likelihood of receiving more projects from TETfund. The test hypotheses confirmed that TETfund time duration has significant positive effect on the completion rate of projects. The model summary showed that time duration has caused some state universities to lose TETfund project approval, while it has continued to give universities the chance for more projects from TETfund. The study also highlighted the role of time to TETfund in ensuring projects approved must be completed at the appropriate time, which it assumes. The results showed that the F-value is the Mean Square Regression (3863.049), which is statistically significant (Sig =.000). The study suggests that State University management should maintain TETfund project duration due to high Federal Government funds and enforce stronger rules for project quality.

Policy impacts in dynamic relation to food, income, learning and security: COVID-19 lockdowns in a Nigerian Agrarian Community

AbstractWhose Crisis? The Global COVID-19 pandemic from the perspective of communities in Africa is an international research project that aims to investigate and represent the diverse experiences of the COVID-19 pandemic from those marginalized by mainstream media and policy influence. This article focuses on the multidimensional effects of the generalized lockdown policy in an agrarian community in Nigeria. The project engaged participatory and culturally responsive adaptations of qualitative methods including participatory engagement and individual and group discussions with purposively selected community members. This relational research practice is supported by a Systems Thinking approach to data analysis. In particular, a Causal Loop Diagram (CLD) is used to analyse and visually present the relationships between various elements (variables) of the research context (the system). This study reveals the interrelated effects of the COVID-19 prompted generalised lockdown policies on livelihoods, education, health, and security in rural Nigeria. Although the lockdown policy was intended to curtail the impact of COVID-19, it had severe unintended consequences, exposing weaknesses in the social support system and threatening the foundations of the agrarian community of this study. This article culminates in recommendations for participatory and culturally responsive approaches to future policy formulation.

Intention for internal whistleblowing to report sexual violence in higher education institutions: a Nigerian national study

Background Sexual violence is prevalent in higher education institutions in Nigeria and stakeholders have encouraged staff and students to blow the whistle whenever they fall victim to or are aware of any sexual violence case. However, there is lack of data about whether the staff and students of these institutions have the intention to blow the whistle internally (within the institution) or not. There is also a lack of data on the existing reporting mechanisms or preferred whistleblowing mechanisms in these institutions. These have hindered the analysis of stakeholders’ opinions on this topic. Methods This data note presents a comprehensive quantitative and qualitative data set collected from staff and students of three categories of government owned higher education institutions (Universities, Polytechnics, Colleges of Education) in Nigeria. Data collection was between February and December, 2021, during which quantitative data were collected from 21,937 students and 3,108 staff. Qualitatively, 138 students and 111 staff participated in a total of 35 focus group discussion sessions. The study provides unique information on respondents’ attitude, self-efficacy, and subjective norm to sexual violence whistleblowing. It also provides information on self-reported sexual violence experiences, whistleblowing intention, reporting systems in higher institutions and the preferred sexual violence whistleblowing mechanisms. Conclusions In this data note, we provide a detailed account of the variables in the dataset and then highlight the potential of this study to contribute to improved sexual violence reporting in higher education institutions, thereby reducing the occurrence of the social menace.

Corruption in Formal Adult Education in Nigeria: Implications for Sustainable National Development

This position paper took a cursory view of corruption, examined adult education, assessed corruption in formal adult education and highlighted the implications for sustainable national development in Nigeria. The paper concluded that concerted efforts must be put in place in order to curb the menace of corruption in adult education. Adult education is the poorest sector in education in terms of allocation of financial resources. Government allocates meagre financial resources annually to adult education organizations, yet corrupt financial practices are perpetrated by the operators of adult education institutions in Nigeria. There is equally the challenge of cheating in examination and examination malpractice. These have stifled the developmental needs of the country to be provided by adult education. It was suggested that the EFCC and ICPC should beam their searchlight on adult education sector of education with a view to recovering stolen funds arresting and prosecuting offenders of embezzlement and misappropriation of education funds; adult learners found guilty of corrupt practices should have their admission revoked; adult educators found guilty of the monetary extortion should be relieved of their jobs; and government should make it as a point of duty to allocate 3% of her education budget to adult education annually.

Contributory Pension Scheme and Welfare of Retirees: A case of Tertiary Institutions of Education in Southwestern Nigeria

The study investigated the effect of the Contributory Pension Scheme (CPS) on the welfare of retirees of tertiary institutions of education in the Southwestern zone of Nigeria. Using the Taro Yamane formula and a multi-level sampling technique, a sample size of 125 retirees was obtained from three tertiary institutions of education in the Southwestern part of Nigeria as follows: Osun State College of Education, Ilesa (41), Lagos State University of Education, Lagos (36) and Adeyemi College of Education, Ondo (48). The main instrument of data collection was a set of questionnaire which was administered to the retirees to collect relevant data. The instrument was validated and its reliability coefficient calculated to be 0.82 using the Cronbach Alpha formula. The data collected was analysed using the Chi-square and the one-sample t-test statistics. The results showed that the contributory pension scheme did not have significant effect on the welfare of the retirees (t = .207, p &lt; 0.05). Useful recommendations were made based on this finding.

Friedrich Froebel’s Philosophy of Education and its Implications for Secondary School Education in Nigeria

This study analysed Friedrich Froebel’s philosophy of education and its implications for secondary school education in Nigeria. The objectives of the study were to analyse Friedrich Froebel’s philosophy of education and its implications to secondary school education in Nigeria. Data were collected through the use of philosophical literature and interview schedule. The study sample was made up of executive selected from two associations namely; Nigerian Union of Teachers (NUT) and All Nigerian Conference of Principals of Secondary Schools (ANCOPSS). The data were analysed using philosophical analysis. The findings of the study revealed that Friedrich Froebel’s philosophy of education emphasises self-realisation, child’s natural abilities, child-centred approach, motivation for learning and discovery; Furthermore, Friedrich Froebel’s philosophy of education is relevant to Nigerian secondary education in policy and in practice; The implications of Friedrich Froebel’s philosophy of education on the Nigerian secondary education places emphasis on moral, social and spiritual developments, self-realisation, motivation for learning, education for unity of man and its relation with God. The study concluded that certain amount of emphasis on Friedrich Froebel’s philosophy of education is essential for secondary education and societal development in Nigeria. It is therefore recommended that Nigerian secondary education should pursue to a greater extent child-centered education that focuses on moral, social, spiritual developments and education for unity of man and its relationship with God.

The sustainability of university education toward national development: The Nigerian perspective

In regard to national development (ND), this review article (which is basically a perspective approach) presents retroactive and forward-looking perspectives on university education in Nigeria. In the past, particularly during the 1970s, the Nigerian university (NU) sector was among the most outstanding in Africa as well as globally. The best institutions drew students from around Africa, who flocked to Nigeria to study. The NU structure evidently contained four essential components for an international and effective university system, viz., world-class instructors, world-class students, a conducive learning environment, and global competitiveness. The NU structure, nevertheless, has undergone some neglect over the past thirty years and lost its distinctive identity, which raises questions about its function and applicability at the current stage of ND. Hence, some retrospective and forward-looking observations on university education in Nigeria in connection to ND are conveyed in this perspective article uses basically published articles and other relevant literature, as well as other sources and data from available literature. Hitherto, there is an urgent need for reinforcement of the university system in order to give it the desired and comparable international quality and functionality needed to meet the demands of current issues and the near future. However, this article conveys an intense belief and conviction that the NU system is still important for both the political and socioeconomic development (growth) of the nation. The article concludes by recommending the way forward in this regard.

Entrepreneurship and innovation in Nigerian universities: Trends, challenges and opportunities

In a bid to improve entrepreneurial outcomes of graduates from Nigerian universities, the Nigerian government has launched a range of interventions, including a 2004 national policy mandating compulsory inclusion of entrepreneurship education in the curriculum, and support for the establishment and implementation of entrepreneurship development activities by university departments. However, not much is known about the operational nuances, challenges and impact cases that characterise the implementation of this national policy in such a vast, culturally diverse country as Nigeria. To address this lacuna, this study draws on qualitative data from five focus groups, crystalised with quantitative data from 151 students across four Nigerian Universities, to explicate the current trends, successes, and challenges of entrepreneurship development and innovation support in Nigerian universities. The paper offers recommendations on how the current policy on entrepreneurship education in Nigeria can be enhanced to improve student entrepreneurial aspirations and outcomes. It also signposts innovative pedagogic activities which could be deployed to achieve this.

Management of Secondary School Education and Politics in Nigerian: Its Implications in a Changing World

The interplay of politics and education cannot be over emphasized, it is drawn from the development of human beings in the society. Various societies developed from the ancient era where people subject themselves to authorities for leadership and control. Based on the permissibility of the authorities, the agents of societal development as economic, cultural, social, and political are influenced directly or indirectly by the authorities. Based on these axioms, this paper is anchored on management of secondary school education and politics in Nigeria: its implication in a changing world. The interplay of these two variables were considered from various diversities of educational finance, curriculum design, educational development, student’s evaluation and teachers union. This paper however, suggested that appointment of educational leadership should be based on merit, policies should be made in line with the needs of the society. Student teaching and learning should be directed to the needs of the society and economy. Curriculum development should be designed to focus on the overall aims and objectives of Nigeria's education system to meet with other societies of the world no matter who is involved. Teachers’ unions should be allowed to function independently without political interference to strengthen the union and pursue its objectives vigorously. Finally, education in Nigeria should be adequately financed to effectively and efficiently meet contemporary societal demands in a changing world.