Education In Nigeria Research Articles

Medical school students' perspectives on virtual anatomy education in a developing country.

Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.

Refocusing the Teaching of Physics for the Technological Development of Nigeria

The paper discusses the current condition of physics education in Nigerian secondary schools, and the challenges of teaching and learning physics in the country towards enhancing development in technology and further highlights some of the prospects of physics teacher education reform for Nigerian technology development. It also discusses the way forward to the current challenges for physics teacher education in Nigeria. Based on this, recommendations were made on the key reform issues; the use of innovative teaching methods in teaching Physics by physics teachers should be encouraged, government and the stakeholders should provide instructional material, training and retraining of physics teachers on information and communication technology, (ICT), government should ensure proper monitoring and implementation of the education reform, all level of education should be provided with adequate qualified physics teachers that would transform physics teacher education program and teaching/learning of physics towards refocusing physics education for technological development of Nigeria.

No Longer ‘Christian’ Education: Ulama Edupreneurship in Ilorin 1995–2022

Abstract Due to its Christian roots, western education in Nigeria was initially resisted by Muslims as Judeo-Christian agenda, despite some acquiescence and appropriation of values of western education for Islamic education system. However, from the mid-1980s, neoliberal economic policies led to decline of government responsibility over education, and by the new millennium, private enterprise had become the major provider of education in Nigeria. The fear of Christianisation through education particularly challenged the Muslims. Socio-economic contingencies and prodding by the Muslim populace encouraged some of the ulama to venture into edupreneurship. Using the infrastructures of the madrasa, they adapted by establishing Western-style nursery/primary schools, running the two systems in the same space but at different times. What are the arguments of these scholars? Using the analytical lens of adaptive position-taking, this paper argues that, apart from the economic benefits, the trend also broadens Muslims’ socio-economic and political agenda.

Financing Education in Nigeria: Implications for National Integration and Economic Recovery

Financing Education in Nigeria: Implications for National Integration and Economic Recovery

Implications of Financial Distress on Tertiary Education in Nigeria

The study examined the implications of financial distress on tertiary Education Nigeria. The financial distress in tertiary institutions in Nigeria today can be attributed to poor management and leadership problems. This has tremendously affected the operations of higher institutions in Nigeria. The university system requires a lot of funds for effective administration to be able to achieve its goals. The inability of the government to stick to the UNESCO 26% of national budget for education has seriously affected the management of Nigerian universities. Most of Nigerian tertiary institutions today face a lot of problems due to financial distress. As many of them find it difficult to pay workers’ salaries, provide adequate infrastructure and teaching equipment. The causes and implications of financial distress on tertiary Education were examined. It was recommended that both federal and state governments need to collaborate more with the private sector to explore opportunities for raising non-traditional funds and participation in education financing. Also, government should stop the habit of diverting the funds meant for tertiary education projects to other sectors. In addition, funds disbursed for projects and programmes should be adequately supervised, monitored and evaluated to achieve effective implementation.

Radio’s role in agricultural development: a review of broadcasting strategies for farmer education in South-West Nigeria

Purpose This paper aims to assess the role of radio programmes in agricultural development and enhancing the capacity of farmers in Oyo and Ogun states, situated in the South-West region of Nigeria. Specifically, this study investigated Farm Radio International (FRI) radio broadcast strategies, their effectiveness and how they enhance the farmers’ knowledge, skills and practices. Design/methodology/approach The paper opted for a qualitative research design, using both interviews and focus group discussions to gather data from FRI radio partners and farmers. Findings Findings indicated that radio is effective in influencing the practices of farmers and helping them adopt new knowledge, ideas and skills. FRI partners use rural radio forum broadcasting strategy. Also, findings indicated that the most effective broadcasting strategy to reach the farmers with agricultural information is rural radio forum. Practical implications The paper includes implications for agricultural development organisations, providing a framework for monitoring and evaluating the impact of their communication interventions, helping ensure accountability and efficient use of funds. Originality/value This paper fulfils an identified need to investigate the broadcasting strategies that are most effective in reaching farmers with agricultural information and the influence of agricultural radio programmes on their farming practices.

Radio as a Tool for Alternative Education in Nigeria

To address challenges affecting education accessibility, learning can be delivered via a variety of mediums to ensure broader reach and engagement in the learning process.

Effect of Training in Creative Thinking Skills on Educational Psychology to Achievement of Tertiary Education Students

This study investigated the effect of training in creative thinking skills on Educational Psychology II achievement of tertiary education students. The study adopted a pre-test, posttest and control design. Four research questions and two hypotheses guided the study. The undergraduate Creative Thinking Questionnaire (UNCTQ) was employed in data collection. The instrument was developed by the researchers and it had two items bordering on creativity and critical thinking. It has a ceiling point of 100%. Undergraduates who scores less than 50% were selected through randomization for the study. The objective of selecting them was to teach them creative thinking skills. The UNCTQ was used at pre-test before the training exercise. UNCTQ-1 which was reshuffled after the six weeks training on creative thinking was the second instrument which served as a post-test instrument. The instrument was validated by specialists and was determined to have reliability coefficients of 0.71 and 0.80. Data collected was analyzed in two domains: Descriptive statistics was employed in answering the research questions whereas analysis of co-variance (ANCOVA) was employed in testing the hypotheses formulated. The study found that participants in convergent treatment group had improved achievement mean score at posttest assessment; those in divergent thinking treatment group improved and higher achievement mean score at posttest and that those in inspirational thinking skill group obtained a higher achievement mean score at posttest. The study therefore recommends as follows: that training in creative thinking be encouraged in all tiers of education in Nigeria, using the techniques of convergent, divergent and inspirational thinking skills etc.

Patterns of Socioeconomic Inequalities Experienced by Adolescent Girls in Nutrition, Education and Health Care in Bangladesh, Ethiopia, India and Nigeria

Patterns of Socioeconomic Inequalities Experienced by Adolescent Girls in Nutrition, Education and Health Care in Bangladesh, Ethiopia, India and Nigeria

Evaluation of Federal Government of Nigeria Funding of Public-University Education for the Attainment of Sustainable Development Goal-4

The development of a country depends upon the educational scenario of the country. Most often, sustainable development is understood to be growth that satisfies present requirements without jeopardizing the capacity of future generations to satiate their own development needs. The goal of higher education, like that of previous levels of education, is still to generate highly skilled workers who will drive the center of social, economic and scientific development through in-depth study. Ironically, the Nigerian universities funding model seems lob-sided, with the government taking the lion share. The great thing about Sustainable Goal 4 is that it calls on all United Nations members countries, including Nigeria to “ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all” by 2030. While earlier studies mostly focused on funding of university education, very little research exists on the evaluation of Federal Government of Nigeria funding of public university education with an eye towards the attainment of sustainable development goal-4 target. The study adopts the institutional theory. Data for the study were drawn from participant observation and authentic secondary sources. The content analytical technique was used to review the literature on the subject matter. The study identified that financing of university education in Nigeria fall short of the benchmark of 26 % of the national budget as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO). Recommendations were made to prevent compromising the chances of delivery high quality university education in Nigeria by 2030.

Reimagining Nigeria's educational system: Improving academic performance through high stakes standardized testing.

This 328-page book titled "Reimagining Nigeria's Educational System: Improving Academic Performance Through High Stakes Standardized Testing" discusses the beginnings of the Nigerian educational systems, its current challenges, and the possibility of improving its performance through high stakes standardized testing. The author, Professor Joseph A. Balogun, is a Nigerian-American academic, and a retired Professor of Physiotherapy at Chicago State University, USA. He previously lectured at the Obafemi Awolowo University in Ife-Ife, Southwest Nigeria and has had a distinguished academic career spanning over forty years. He introduces the book by reminiscing on the glorious education system of Nigeria in the 1970s and 1980s. This is followed by the discussion of the current dismal state of the Nigerian educational systems where the best Nigerian Universities barely appear among the ten best universities in Africa.

Female Education and Employment in Nigeria

This paper examined female education and employment in Nigeria. The 2018 Nigeria Demographic and Health Survey data (NDHS, 2018) was used. After sorting out for missing data, 28,494 women’s individual data were used. Data were analyzed using descriptive statistics and Multinomial logit regression. Only 0.3% of women in Nigeria are unemployed while 99.7% are employed in skilled and unskilled jobs. However, only 13.4% of the women are engaged in skilled employment; 8.5% are in professional/technical/managerial jobs while 4.9% are involved in skilled manual. The majority (86.3%) are in the unskilled manual employment category; 1.6% in clerical, 49.4% in sales, 9.5% in services, 0.1% in unskilled manual and 25.7% in Agriculture. The likelihood of being involved in professional/technical/managerial employment by women in Nigeria increases with age (0.06), region {North West (1.18), South West (1.87}, educational level {secondary (0.68), tertiary (1.64)}, wealth index{richer (0.90), richest(0.95)}. On the other hand, the likelihood of being engaged in professional/technical/managerial employment type reduces with large household size >10persons (-0.71). Engagement of women in skilled employment types are driven by education while education discourages them in engaging in unskilled employment types. However, because the highest proportion of the women have secondary education, they are found more in the unskilled employment types. Also, engagement in skilled employment types is driven by wealth index while age drives skilled and unskilled employment types. Nigerian women are not much involved in skilled employment, the right policy should be put in place to educate girls beyond the secondary education level and enlighten them on the need to be involved in skilled employment.

Music Education in Nigeria: Problematic Issues of Cultural Diversity and Juxtaposition of Cultures

Music Education in Nigeria: Problematic Issues of Cultural Diversity and Juxtaposition of Cultures

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

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. 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. 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.

ASSESSING THE INFLUENCE OF ARCHITECTURAL TEACHING METHODS ON ADVANCING SUSTAINABLE ARCHITECTURAL PRACTICES

This study investigated the role of architectural education in Nigeria in preparing professionals for sustainable architectural practice, with a particular focus on advancing Sustainable Development Goal 4 (SDG 4). It assessed the relationship between the teaching methods employed in delivery of the architecture curriculum of universities and sustainable architectural practice among professionals. Using positivism as the philosophical stance, a quantitative approach was taken. Regression analysis was employed to analyse teaching methods and its impact on architects' professional practice. Findings revealed that educators who place emphasis on meeting deadlines, employed teaching methods that are flexible enough to adapt to changing needs, and adopting the practice of professional ethics in their teaching delivery have the highest positive influence on future architectural practice of their students. On the flip side, educators who accepted submission from students that were carelessly put together, and capitalize on relationships with their students (such as favouritism) tend to negatively affect the future architectural practice of their students. This research also revealed the crucial impact of architectural education approaches on advancing sustainable architectural practices in Nigeria, aligning with the objectives of SDG 4. It underscores the importance of teaching methods and recommends constant updates of teaching methods at the faculty level so as to have products who have a highly sustainable practice. Keywords: Architectural education, Architectural practice, Sustainability, Teaching methods

Mediation Roles of Transformational Leadership and Psychological Empowerment on Work-Life Balance and In-role Performance of Vocational Educators in Nigeria

This study is necessitated by the dire need to determine the mechanisms of leadership transformation approaches that explain why 360-degree feedback is effective in helping supervisors and subordinates identify weaknesses and strengths and take positive actions for institutional health, growth, and productivity. The study tested five hypotheses based on survey responses from 754 TVET stakeholders (Deans, HODs, educators, undergraduate and postgraduate students). Data was elicited from the participants usingfour Scales. The reliability of the instruments was determined using the Cronbach alpha technique. Data collected was analysed using descriptive, inferential statistics and hierarchical Multiple Regression method to determine the total, direct and indirect effects of the variables studied. The result indicated that psychological empowerment and work-life balance jointly and significantly mediated the relationship between transformational leadership and the in-role performance (IRP), and also psychologicalempowerment and educators’ IRP. This study contributes to the extant literature that promote supervisors’ transformational leadership styles, vocational educators’ in-role performance, and work-life balance. The practical implications, limitations, and suggestions for future research were discussed.

Managerial Factors, School Security as Correlates of Academic Staff Job Effectiveness in Colleges of Education in Niger State, Nigeria

The study examined the managerial factors, school security and academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. The study adopted descriptive research design of the correlational type. The population of the study comprised 926 academic staff in public Colleges of education in Niger state as at year 2024 of carrying out this study. The sample for the study was 615 academic staff selected from 2 Colleges of Education in Niger state, Nigeria. Multistage sampling procedures, involving simple random sampling technique and proportionate random sampling technique were used to select the sample for this study. Two sets of instruments tagged “Managerial Factors School Security Questionnaire (MFSSQ) and Academic Staff job Effectiveness Questionnaire (ASJEQ) were used for the study. The instruments were validated by experts in the field of test and measurement as well as Educational Management that ensured the face and content validity of the instruments. The reliability coefficients of 0.78 were obtained for the MFSSQ and 0.85 for the ASJEQ. The data were analyzed using both descriptive and inferential statistics. All the hypotheses formulated were tested at 0.05 level of significance. The study revealed that the level of academic staff job effectiveness was high in Colleges of Education in Niger state Nigeria. The study equally revealed that the commonly used managerial factors in the Colleges of Education in Niger state were delegation of duties, committee system and decision-making. There was significant relationship between managerial factors, school security and academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. Also, it was revealed that managerial factors made significance contribution to academic staff job effectiveness in Colleges of Education in Niger state, Nigeria. Based on these findings, the study recommends that the College authorities (Deans and HODs) should sustain the current high level of academic staff job effectiveness through the use of appropriate managerial factors. College authorities should always ensure that college environment that is secured for both lecturers and students for teaching, learning and research activities to take place among others.

Beiträge / Articles: Mind the Gap: The Realities, Complexities, and Opportunities to Advance Female Education in Nigeria

Beiträge / Articles: Mind the Gap: The Realities, Complexities, and Opportunities to Advance Female Education in Nigeria

Demystifying Lesotho, Rwandan and Nigerian educators’ viewpoints on smart technologies supporting AI in higher education

AbstractGiven the deluge of technology flowing into African countries from the global north, it is not a hyperbole to make a point that developed nations are better equipped to practically integrate Smart Technologies supporting Artificial Intelligence (STAI) into higher education teaching methodologies. However, conversations regarding the application of AI in higher education have been spurred by attempts at its practical implementation in developing countries such as Lesotho, Rwanda, and Nigeria. Furthermore, a dearth of literature exists regarding STAI in higher education within the contexts of higher education in Lesotho, Rwanda, and Nigeria. This dearth points to a necessity for research to be conducted to include the three countries’ higher education contexts in order for researchers to be able to comprehend the perspectives of educators in these countries on their use of STAI in teaching and learning, as well as to identify the challenges associated with integrating STAI into higher education instructional practices. This study examines these three countries as case studies to gain insights into the perspectives of these educators on smart technologies which support AI in their higher education sectors. Vygotsky’s (1978) emphasis on ‘cultural tools’ and social interaction remains crucial in the knowledge-building process, and his social constructivist learning theory underpins the study. An online, semi-structured questionnaire was designed to address the question: What are e the viewpoints of a sampled group of higher education educators from Rwanda, Nigeria and Lesotho on Smart Technologies which support AI in Higher Education? The findings revealed participant from these countries to possess varied technological knowledge of the use of STAI to facilitate content comprehension and achievement of their teaching objectives. However, we argue in this paper that the participating educators’ varied understandings of the use of STAI in higher education needs to expand and to be swiftly accommodated if the three countries are to be on par with developed countries.

Girl Child Education in Nigeria as Imperative for Women Empowerment: A Feminist Critique

Women empowerment is the focal issue in gender matters. Increase awareness of the loss of human resources arising from little attention paid to girl-child education has necessitated the formulation of strategies aimed at reversing the trend in Nigeria and Africa by extension. As one of the desired strategies, this makes a case for more proactive approaches toward girl-child education as a surer means to women in Nigeria and Africa generally. This paper focuses on the need for women empowerment, bringing out grey areas that will enhance girl-child education to avoid women being victims of deprivation. The paper in its thrust discovers cultural challenges that encourage the educational deprivation of the girl-child. The paper adopts feminism as a theory and concludes that education should be gender neutral to avoid the negative effect on girl-child education in Nigeria. It is the position of this paper that women are hardworking if given the right environment. The culture-imposed deprivation of women should be terminated by women as they constitute a part of the teamwork required for the advancement of girl-child education. Therefore, women’s full participation and integration in girl-child education should be maximally promoted for their empowerment. This paper recommends that teacher and teacher’s activities with children must be swiftly cordial to bring about a change in society’s attitude towards women/female/girl-child education.