Nigerian University Education Research Articles

Evaluating Instructional Package for Teaching Mathematics for the Hearing-impaired Students

This study evaluated a package for teaching algebra with sign language video to students with hearing difficulties within Oyo State, Nigeria. Seventy-four participants, comprising 37 males and 37 females, were involved in the pre-test-post-test design to assess the effectiveness of such a package. At the Federal College of Education (Special), Oyo, the reliability test returned an alpha value of 0.812 and 0.670, in which items used had very strong internal consistency among 26 hearing-impaired Economics students. The collection of data was done in three different stages: initial collation of resources, conducting a pre-test, and subsequently after six weeks, a post-test evaluation. The results show that the package strongly improved students' performances, with females doing better than males, as was confirmed by a statistically significant p-value (<0.05). It becomes obvious that the video package efficiently enriches comprehension in algebra and thus supports individual learning among students to help them be able to solve problems on their own. The findings suggest the special role that visual aids can play in the education of students with special needs. The results further suggest that video packages can be considered surrogate teachers that inculcate positive attitudes toward learning among hearing-impaired students. As an instructional strategy, this should, when implemented, lead to improved students' profile performance and a better understanding of mathematical concepts among Nigerian Colleges of Education.

Evaluating Instructional Package for Teaching Mathematics for the Hearing-impaired Students

This study evaluated a package for teaching algebra with sign language video to students with hearing difficulties within Oyo State, Nigeria. Seventy-four participants, comprising 37 males and 37 females, were involved in the pre-test-post-test design to assess the effectiveness of such a package. At the Federal College of Education (Special), Oyo, the reliability test returned an alpha value of 0.812 and 0.670, in which items used had very strong internal consistency among 26 hearing-impaired Economics students. The collection of data was done in three different stages: initial collation of resources, conducting a pre-test, and subsequently after six weeks, a post-test evaluation. The results show that the package strongly improved students' performances, with females doing better than males, as was confirmed by a statistically significant p-value (<0.05). It becomes obvious that the video package efficiently enriches comprehension in algebra and thus supports individual learning among students to help them be able to solve problems on their own. The findings suggest the special role that visual aids can play in the education of students with special needs. The results further suggest that video packages can be considered surrogate teachers that inculcate positive attitudes toward learning among hearing-impaired students. As an instructional strategy, this should, when implemented, lead to improved students' profile performance and a better understanding of mathematical concepts among Nigerian Colleges of Education.

Application of Zoom E-learning Management System in Business Education in Universities Nigeria

The study examined the application of the Zoom e-learning management system, in the context of Business Education in Nigerian universities. The study employed a descriptive survey design. The sample consisted of 801 lecturers. A questionnaire consisting of 39 items was utilized for data gathering. The instrument demonstrated face and content validity, with reliability indexes of 0.86, 0.91, and 0.84, respectively. The data analysis was conducted using the measures of statistical mean. The results indicated that the majority of participants expressed their preference for the Zoom management system as the primary method of instruction in university business education in this era of ICT worldwide dominance. Several obstacles have been identified that have impeded the complete integration of Zoom into teaching and learning in Nigerian universities. The challenges encompass insufficient infrastructure for Zoom utilization, exorbitant subscription fees, and insufficient digital proficiency among teachers and students. Consequently, the study recommended the necessity of the government for enhanced financing to provide the necessary equipment and readily available internet subscriptions in universities. School authorities are anticipated to establish the integration of the Zoom platform as a mandatory policy.

Impact of stress coping strategy in modifying perceptions of school stress among adult learners enrolled in Home Economics and Indigenous Textiles Education in Nigerian Universities.

Studying some professions is so demanding that if not well managed it leads to severe stress, withdrawal, burnout, and other health-related problems. Hence, practical engagement and exhibition of catering, cooking, and home management are so tasking as they are time-consuming and very intensive. Many students in the specialties experience excess academic loads and internal and external demands. Given these, this study tested the impact of cognitive behavior coping strategy on school stress among adult learners enrolled in Home Economic and Indigenous Textile Education. A pretest-posttest randomized control group design was applied. Ninety-five students (43 [45.3%] males; 52 [54.7%] females) participated in the current study. Stress assessment was induced and then students were randomly allocated to the cognitive behavior coping strategy group and the waitlist conditions. Later, students on the waitlist received the cognitive behavior coping strategy contents. Data collected were analyzed using analysis of covariance. Results showed that at pretest, there was no significant difference among the participants in the 2 groups as measured by Educational Stress Scale and Perceived Stress Scale scores. However, the post-intervention test result showed a long-term impact of cognitive behavior coping strategy in improving the management of school stress among students. This study suggests that cognitive behavior coping strategy has a long-term impact on modifying the students' perception of school stress in a sample of adult learners enrolled in Home Economic and Indigenous Textile Education.

Private Universities in Nigeria: Their Emergence, Proliferation, Significance and Funding

The Nigerian public university education system has faced challenges in recent years, affecting the timely graduation of many students. The smaller number of universities, their insufficient enrolment spaces and frequent strikes by the Academic Staff Union of Universities (ASUU) have been greatly responsible for the problem. This has led to a shift in attitudes towards public universities, with parents and students increasingly patronizing private universities over them. This, in turn, has led to the proliferation of the said private universities. However, many students and parents cannot afford private universities due to high tuition fees since the institutions have to fund all their programmes and pay staff salaries and other administrative costs, which amount to a lot of expenses. This has led to a question of whether the Federal Government could partner with private universities to fund them, even if partially. This present study, therefore, argues that, given their usefulness, private universities should be encouraged and supported by the Tertiary Education Trust Fund (TETFund), which was established by the Nigerian government to support public tertiary institutions in the country.

Challenges and Emerging Perspectives of Quality Assurance and Teacher Education in Nigerian Universities: A Literature Review

Abstract Education plays a critical role in the effective pursuit and attainment of overall growth and technological advancement of any country. Thus, if Nigeria as a nation is to achieve competitive growth and technological advancement, the quality and type of her educational system must not only be right but also carefully sustained. If an improved quality of education in the country must be attained and sustained, the quality of her teacher education must be equally enhanced. The quest, therefore, for a sustained high-quality teacher education in Nigeria will not yield positive results; there is no corresponding functional and effective quality assurance (QA) and control mechanism in place. It is against this backdrop that this article reviewed QA mechanisms and approaches in place for the delivery of high-quality teacher education in Nigerian universities, the challenges, and emerging perspectives. It noted, however, that their functionality and productivity in terms of yielding the desirable impact were diminished by a myriad of challenges. The article then proposed an overhaul of the existing QA mechanisms while advocating that educational management and Nigerian authorities on teacher education must insist on acceptable standards and monitor performance to guarantee QA.

Development and Evaluation of Task Instructional Sheets for Teaching Electricity/Electronics Skills in Nigerian Colleges of Education

The study was conducted to develop and evaluate task instructional sheets for teaching Electricity/Electronics students in Colleges of Education in Nigeria. Four research questions were formulated guided the study. A pretest and posttest non-equivalent control group design was adopted for the study. A sample of 320 Electricity/Electronics and final year students drawn using random sampling technique from four Colleges of Education in South-South, Nigeria was used for the study. Two schools each were randomly assigned to experimental and control groups and the available data showed that each Electricity/Electronic final year class of each school contains an average of 80 students. The experimental and control groups were taught the (TEE 313) Electricity/Electronics devices and measurement by their regular Electricity/Electronics lecturers. An instrument, the Electricity/Electronics Achievement test (EEAT) was developed by the researchers, validated by three experts and used for date collection. The reliability coefficient of the instrument was 0.85. The research hypotheses were tested at .05 using analysis of covariance (ANCOVA). The results of data analysis showed that the task instructional sheets were superior to the expository method and high ability level.

Imperativeness of the use of Assure Model in Inclusive Agricultural Education in Nigerian Universities

Implementing inclusive Agricultural Education effectively in this digital era in Nigerian universities has been a serious challenge to lecturers in Nigeria. In most cases, they change the learners’ learning styles which are more digitally inclined to fit their teaching method instead of adapting an innovative teaching method to suit the learners for effective learning. Since there was no adapted model that could help the lecturers of Agricultural Education to achieve inclusiveness, the learners struggle to adapt to the teaching method first rather than learning the content of the course. To avoid such waste of time, energy, effort, and most importantly, frustration for students, this theoretical paper, therefore, identified the gap existing in the use of ASSURE Model in inclusive agricultural education in Nigerian universities. It explored the immeasurable steps involved in the use of ASSURE Model for effective teaching and learning of inclusive agricultural education in Nigerian universities. The review also summarizes the constituents of ASSURE Model for better assimilation and planning of subsequent instruction in inclusive agricultural education in Nigerian universities. It also reported the features, practices, and imperativeness of the use of ASSURE Model in inclusive agricultural education in Nigerian universities for improved learning.

Principles of Law Instructional Module for Teaching TVET Students in Nigerian Colleges of Education

This study developed and validated instructional module for teaching principles of law to Technical Vocational Education and Training (TVET) students in Nigerian Colleges of Education. Four research questions and one hypothesis were used for the study. Research and Development design was adopted for the study. The population of the study comprised of 832 TVET students in five Colleges of Education in South-South geopolitical zone in Nigeria and 200 final year students were purposively sampled for the study. 82-item structured questionnaire was used to collect data for the study. The instrument was faced and content validated by three experts and Cronbach alpha statistics was used to determine the reliability coefficient of the instrument which gave a value of .84. A four- point rating scale was provided for the respondents to make their responses on the research questions. The research questions were analyzed using Mean and standard deviation while independent t-test was used to test the hypothesis at .05 level of significance. Findings of the study revealed that the contents, specific objectives, instructional methods, materials and evaluation techniques of the developed principles of law instructional module are highly appropriate for teaching TVET students in Nigerian Colleges of Education. The study recommended among others that the National Commission for Colleges of Education should adopt the developed principles of law instructional module for teaching TVET students in Nigerian Colleges of Education.

Modern E-technologies and Academic Staff Job Productivity in Nigerian Colleges of Education

Modern E-technologies and Academic Staff Job Productivity in Nigerian Colleges of Education

Nigerian University Education and the Global Questions: Implications for Sustainable Development

Efforts have gone into the attainment of sustainable development goals globally. In spite of this, only a handful of results have been realised and the sustainable development goals now seem more out of reach than ever. Thus, global questions have arisen as to what effect university education contributes on the attainment of sustainable development goals. On this premise, this paper delves into the implications of sustainable development caused by the lack of intervention in the educational sector specifically in Nigeria. Education for sustainable development pertains to how sustainable development can be included in school curriculums to develop students’ mindset towards the attainment of sustainable development goals and thus the development of their immediate environment. The aim of this paper is to provide answers to the global questions on how to achieve sustainable development, particularly in the university educational system. A suitable literature review detailing the opinions of various authors on the topic will be made to analyse the varying situations this paper’s topic faces worldwide. The issues outlined in this work will be provided to shed light on the limitations to sustainable development, starting from the education sector. These include poverty, corruption in school administration, low priority for education and much more. This paper will be concluded using the key points from the body of work to throw more light on the takeaways a reader should keep in memory and practical use. The suggestions will be a response to the issues discussed and how best to tackle them realistically.

Managing Innovative University Education for the Attainment of Sustainable Development Goals in Nigeria

Sustainable development goals (SDGs) have become widespread as several countries have embraced them. The aim of this paper is to examine how innovative Nigerian university education can be achieved for sustainable development in Nigeria. Thus, the paper focuses on SDG 9 which is the goal of industry, innovation, and infrastructure. The world today is a digitalised world characterised by digital technology and infrastructure and it is necessary for 21st-century students to keep up with these modern-day digital practices. SDGs have been set up by the United Nations to improve the living standards of the people in the world despite differences in class, religion, economy, race, and other factors that usually cause division between people. These sustainable development goals can be achieved through university education which is known for imparting knowledge, values and discipline to students and shaping them to become future leaders. The roles of Nigerian universities in achieving innovative university education for sustainable development as well as the challenges impeding the advancement of innovative university education in Nigerian universities, were examined to include lack of technological knowledge, inadequate funding, inadequate e-learning, and ICT facilities, amongst others. It was concluded that there is a need for Nigerian universities to develop innovative infrastructure so as to achieve sustainable development in Nigerian universities, as this will enable students to compete with their peers globally. The way forward to these issues would be adequate funding, provision and proper maintenance of e-learning and internet facilities, and proper management of resources, amongst others.

Research findings and application in aquaculture and fisheries: bridge-building measures among lecturers of agricultural education in Nigeria

The reduction in the capture of wild fishes and other important aquatic organisms has created a wide gap between the quantity of aquatic products supplied by farmers and the quantity demanded by consumers in Nigeria. Meanwhile, agricultural educators are being encouraged to use their knowledge of aquaculture and fisheries to improve supply for sustainable food security. However, there are challenges in accessing and communicating such innovative research findings to the end users- farmers and prospective farmers- especially in the classroom. Hence, the study identified constraints and bridge-building measures among agricultural educators in accessing and applying research findings to teaching aquaculture and fisheries in Nigeria. The study adopted an exploratory sequential mixed method and a thematic approach. Sixty-three agricultural educators who are experienced specialists in aquaculture and fisheries were purposefully sampled. A validated online semi-structured interview guide and structured questionnaire were used to elicit qualitative and quantitative data, respectively, from respondents. A Cronbach’s alpha reliability index of 0.93 was obtained. A t-test was used to test the null hypothesis at a 0.05 level of significance. The study, among others, identified 13 thematic constraints to accessing research findings, 14 thematic constraints to applying research findings, and 5 thematic and 7 thematic bridge-building measures for accessing and applying research findings, respectively, to educate farmers and prospective farmers in aquaculture and fisheries in Nigeria. There should be collaborative efforts by the government, scientists, research institutes, international research organisations, producers, and agricultural education lecturers in accessing and applying research findings for updated and globalised aquaculture and fisheries education in Nigerian universities.

A Markov Model for Prediction of Academic Manpower System in Nigerian Colleges of Education

A Markov Model for Prediction of Academic Manpower System in Nigerian Colleges of Education

The Current Status of Arabic Language Teaching in Nigeria: Challenges and Developments

We discuss in this paper the teaching of the Arabic Language in Nigeria in the 21st century, considering the challenges that face this language and the developments it gains from its lovers and scholars in this country. Therefore, we started by narrating the history of Nigeria and emergence of Arabic Language therein, as we mentioned the means through which it arose in the country. We discussed the role of the colonialists in the weakness of the standard of Arabic Language and the contribution of some Arabic scholars in translating many English texts into Arabic. We also investigated the conditions of Arabic education in Nigerian universities and into the benefits for some students of Arabic Language with modern technological education.

Do We Abuse Drugs? Reports of Social Studies and Early Childhood Education Student-Teachers in two Nigerian Colleges of Education

The study investigated the incidence of drug abuse among student-teachers in two Nigerian colleges of education. The study’s population comprised all NCE II and III Social Studies and Early Childhood Education student-teachers in two colleges located in Oyo State, Nigeria. Data was analysed using frequency counts, percentage, mean and standard deviation. Of the 400 student-teachers, 213(53.3%) were male while 187(46.8%) were female. Only 148(37%) were from Early Childhood Education while 252(63%) were from Social Studies. The student-teachers may exert negative influence on young children when they eventually take up appointment as teachers in pre-primary and primary schools. Departments of Social Studies and Early Childhood Education together with the colleges counseling centers should organize regular counseling activities and services to educate the pre-service teachers about the danger and implications that could result from their involvement in abuse of drugs.

Online Teaching Platform and Effective Teaching and Learning of Science Education in Nigerian Public Universities

The study investigated the online teaching platform and effective teaching and learning of science education in Nigerian public universities. A survey research design was adopted for the study, and it was carried out in three public universities committed to science education courses in Nigeria. Sixty-five teaching staff and sixty students were selected using a stratified random sampling technique to respond to questionnaires from the three tertiary institutions. The instruments used for data collection were questionnaires titled: Science Education Students Online Questionnaire (SESOQ) and Science Education Lecturers Online Questionnaire (SELOQ). The questionnaires gathered information from both lecturers and students based on the online teaching and learning platform. Mean, and standard deviation (SD) were used to analyze the data generated in the study. Results from the study revealed that the teaching and learning platform of science education in Nigerian public universities need a dramatic turnaround on the part of the lecturers and students, among other. Therefore, the study recommends, among others, that stakeholders in education should help to resolve problems confronting science education lecturers’ effective teaching and students’ effective learning using the online platform in Nigerian public Universities.

Influence of Assessment Practices on Business Education Students’ Academic Performance in Nigerian Colleges of Education

Purpose: Serious complaints from lecturers and students concerning lackadaisical approach to assessment informed the decision of the researchers to examine the influence of assessment practices on business education students’ academic performance in colleges of education in Southwest Nigeria. Two purposes, two research questions and two null hypotheses guided the study.
 Methodology: The study adopted the descriptive survey research design while the population of the study consisted of 200 business education lecturers and 2000 Nigeria Certificate in Education (NCE) final year regular students registered for the 2020/2021 academic session. The sample comprised 132 lecturers as well as 322 students. The multi-stage sampling technique incorporating purposive sampling and simple random sampling techniques were used to select the sample for the study. The instruments for data collection Students Academic Performance Proforma (SAPP) coupled with lecturers and students questionnaires titled; Influence of Assessment Practices on Business Education Students’ Academic Performance Questionnaire (IAPBESAPQ). The Cronbach Alpha formula was used to establish the internal consistency reliability coefficients of 0.77 for lecturers’ questionnaire and 0.78 for students’ questionnaire. The data collected were analyzed using frequency tables, mean, standard deviation, t-test statistics and linear regression analysis.
 Findings: The study found that, end of semester examination (ESE) (Mean = 4.00, SD = 0.61), written tests (Mean = 3.93, SD = 0.45) classroom exercises (Mean = 3.73, SD = 0.44) and take-home assignment (Mean = 3.60, SD = 0.53) are the most commonly adopted assessment practices by business education lecturers in colleges of education. It was also revealed that assessment practices have significant influence on academic performance (F (1.452) = 1.609, p = 0.205) of business education students in colleges of education.
 Unique Contribution to Theory, Policy and Practice: Finally, it was recommended among others that business education lecturers in colleges of education should adopt assessment practices that elicit autonomy, engagement, high-order thinking and increased proficiency in skill courses. As a contribution to theory, practice and policy, this study exposed an urgent need for a paradigm shift from traditional assessment practices to competency-based assessment practices which are essential ingredients for survival and advancement in this era of globalization.

Interactive Effect of Gender and Two Teaching Strategies On Pre-Service Teachers' Performance in Basic Science in Nigerian Colleges of Education

Interactive Effect of Gender and Two Teaching Strategies On Pre-Service Teachers' Performance in Basic Science in Nigerian Colleges of Education

Motivating Literacy and Literary Skills in Students for Remediation: An Innovative and Foregrounding Approach

Purpose: Innovative And Foregrounding Approach to Motivating Literacy and Literary Skills (IFAMLSIS) provides a summary of the writer's foreground approach to motivating students on the core aspects of reading, writing and literary skills spectacled from an innovative skills program. The module, an action research, was developed as part of remediation program for students who lacked the proficiency in English language in the Department of English of the Federal College of Education Kano, Nigeria. The focus of this review is on the fundamental components of reading, writing, and literary abilities as seen through the lens of a novel Foregrounding Approach. It has been developed with purposeful activities that are meant to ground students in the skill of reading and enjoying literary texts, which in turn, are imagined, would change them into competent writers.
 Methodology: The module's operation is based on the collaborative "Think-Pair-Share" model, which allows students to work or navigate through assignments independently at first, then in pairs, groups, or as a class, as well as share ideas and cooperate on tasks and projects.
 Findings: The researcher reveals the several modules created for remediation for students with deficiencies in English language. Each part includes thorough explanations and summaries of the contents of each unit. Also included are suggestions for the implementation of the program as well as its advantages, particularly for ESL students.
 Contribution to theory: Although the module's implementation is still in development, it is anticipated that the results will be favorable. The module will be improved using the results of its pilot testing. The government, the commercial sector, and other stakeholders in higher education are urged to contribute financially to the publication, mass manufacturing, and distribution of the module throughout Nigerian colleges of education and elsewhere.