Educational Institutions In Nigeria Research Articles

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.

Teaching Creative Thinking Skills in Educational Institutions in Nigeria

Creative thinking is a multidisciplinary concept that falls within the brackets of higher order thinking skills and its teaching in educational institutions in the 21st century has become inevitable in Nigeria in particular and the global community at large, because change occurs in split seconds with prospects, challenges and corresponding crises that keep man in a complete state of apprehension and loss without corresponding skills to explore the environment to man’s advantage. Using the philosophical methodology, the paper discusses the teaching of creative thinking skills in educational institutions in Nigeria. The paper acknowledges that the inability of educational institutions in Nigeria to prioritize the teaching of creative thinking skills is responsible for the near to nothing level of productivity that exists in the Nigerian society compared to the number of educated persons in Nigeria. The paper strongly maintains that making the teaching of creative thinking a norm in Nigeria can be a springboard for entrepreneurial revolutions that can checkmate social vices in Nigeria. The paper makes recommendations, part of which are that education should be repositioned to prioritize the teaching of creative thinking to would-be teachers in the training of teachers in teacher education institutions, that instructional delivery across all tiers of education should be based on problem based and project based approaches that prioritize practical instead of theory, a development that demands providers and sponsors of education to be more committed and that the curriculum of educational institutions in Nigeria should incorporate realities of the 21st century among others. Keywords: Education, Teaching, Creative teaching, teaching creative thinking

Perceived Influence of Inflation on Nigeria Educational System: A Case Study of Federal Polytechnic, Oko.

This research work investigates the Perceived influence of inflation on the Nigerian educational system: a case study of Federal Polytechnic, Oko, in Orumba North Local Government Area of Anambra state. Three research questions were raised to guide this study. Descriptive survey research design was used to conduct this study. The population for the study comprised of all the students and teaching staff of Federal University, Oko. The sample of this study comprised of four hundred (400) students and eighty (80) teaching staff. Simple random sampling technique was used in selecting the samples of this study. Data were collected using a self-developed questionnaire. The instrument was validated by two experts, one from the economics department and the other from educational foundation department. A pilot testing method was used to establish the reliability of the instrument, the scores obtained were analyzed using Cronbach Alpha and the reliability coefficient was estimated at 0.80. The data obtained were analyzed using mean. Based on this analysis and findings, it was discovered that there was significant relationship between perceive influence of inflation and education in Nigerian University(r(399) = .670**, p<.05),also result reveals that there was relationship between perceive influence of inflation and the quality of education within the educational system in Nigeria(r(399) = .606**, p<.05) and there was significant relationship between inflation and decrease in enrollment in educational institutions in Nigeria(r(399) = 0.464, p<0.05)However, it was recommended that government spending on education should be increased. A system of regular salary adjustments for teachers should be established. Inflation-indexed tuition fees and other educational costs should be developed and implemented. Measures to improve the quality of education within the system should be implemented such as providing more professional development opportunities and better training for teachers.

Nigerian Open and Distance Learning Students and the Mandatory National Youth Service Corps (NYSC) Scheme

The principal means of accessing admission into higher educational institutions in Nigeria is the Unified Tertiary Matriculation Examination (UTME) carried out by the Joint Admission and Matriculation Board (JAMB). The total number of candidates looking for admission into the different Nigerian institutions of higher learning has been on the increase over the years. The main motivation behind setting up any Open Distance Learning (ODL) institutions in Nigeria is to give a scope of chance to admittance to advanced education to students who, for one explanation or the other, really like to have their schooling in a more adaptable way. Moreover, the low admission limit of Nigerian universities for full time studies places a limit on the number of prospective learners who can be admitted into universities thereby making a monstrous hole between the people who want higher education and the framework accessible to cater for their necessities. The National Youth Service Corps (NYSC) scheme is an obligatory programme set up by the Nigerian government to include graduates of Nigerian educational tertiary institutions who are 30 years and below with the aim of promoting national unity and integration as well as to contribute to the accelerated growth of the national economy. However, graduates of open and distance learning institutions in the country do not take part in the NYSC programme. An attempt is made in this paper to investigate the level of preparedness and interests of ODL students and their disappointment in their exclusion from the programme. To achieve this, a descriptive survey research design was adopted for the study with a random sample of 201 respondents comprising 114 male and 87 female distant learners within the stipulated age for the NYSC scheme. A researcher-developed questionnaire was used to gather data from respondents. Four research questions were raised and three hypotheses were tested at 0.05 level of significance. Data gathered were analyzed and presented using figures, simple percentages, frequency tables and the Independent T-test. The findings revealed that 98% of respondents believe that they are prepared for the NYSC scheme, while 2% of respondents are not prepared. 99% are interested and 97% are disappointed at their exclusion from the scheme. No significant gender difference was observed in the level of preparedness, extent of interest and degree of disappointment in exclusion from the scheme among respondents. The study recommends a collaborative effort of ODL institutions and their counselling units in addressing anxieties and disappointments among students. The study also advocates a review of government’s policy on the NYSC scheme for possible inclusion of young graduates of ODL institutions in the scheme.

Distributed leadership practice among heads of library and job performance of librarians in higher educational institutions in Nigeria

This study investigates DL practice among heads of library and job performance of librarians in HEIs in Nigeria. A descriptive design of survey type was applied for the study. The 164 librarians (19 heads of library and 145 librarians) in 19 public higher educational institutions (HEIs) in Ekiti, Ondo and Osun States formed the population of the study. The study adopted total enumeration sampling technique. A self-structured close-ended questionnaire and interview were used for data collection. It was found that the levels of DL among the heads of library and job performance among librarians in HEIs in Nigeria are high. The study also found that there is significant relationship between: delegation of duties and job performance, delegated decision making and staff job performance, delegated instructional supervision and job performance, and delegated administrative supervision and job performance among the librarians. There is no significant difference between the levels of DL among the male and female heads of the library. It was recommended that subordinate librarians should be trained to develop their leadership capacity to perform optimally when leadership role is distributed to them within the library.

Enhancing Communicative Competence Through English for Specific Purposes (ESP): A Comparative Study of ESP and General English Approaches in University Language Programme

It is generally observed that the communicative performance of the students in English language is below average. It is disheartening that a large percentage of students and graduates of Nigerian higher institutions cannot express themselves freely in both written and spoken forms of English language. Whereas, communication is central to the field of teaching and learning. Thus, there is a need to take measures through research, to improve the communicative competence of the students. This research is conceived to examine the competence of the students of Bamidele Olumilua University of Education, Science and Technology Ikere-Ekiti, Nigeria in the use of English Language for interpersonal, official, academic and professional communicative purposes; design English for specific Purpose (ESP) language learning programme for teaching English language in the University to enhance the communicative competence of the students. This study set out to experiment how the use of ESP as a teaching approach can immerse the learners with the required communicative ability for all communicative situations. The study compares the traditional approach of General English with ESP. Empirical evidence from the study suggests that the ESP approach is more effective in enhancing students' communicative competence compared to the traditional General English approach. Significant differences in communicative competence have been observed between students who undergo ESP-based education and those following the conventional General English approach. Based on the significant findings of the research; it is recommended that educational institutions in Nigeria consider incorporating the ESP-based language teaching method into their curriculum.

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.

Effect of Internal Audit on Financial Management in Tertiary Educational Instutions: A Study of College of Education Oju, Benue State, Nigeria

Effective financial management is a key determinant to the success of any organization. Mismanagement of funds in educational institutions has become a stumbling block in the operations of educational institutions in Nigeria. Internal audit is of great importance in curbing financial mismanagement. This study investigated the effect of internal audit on financial management at the College of Education oju, Benue State. Four research objectives and hypotheses guided the study. Descriptive survey design was adopted, 71 principal staff were used as the population. Through census strategy the entire population was sampled and used for the study. Data were collected using questionnaires. Pearson product moment correlation statistics was used to test the hypotheses at 0.05 alpha level of significance. Major findings were that internal audit has significant effects on revenue generation, accountability in the use of funds, transparency in the use of funds and prevention of diversion of funds. Based on the findings, the researcher recommended among others that skilled auditors should be engaged to take up internal audit roles.

Identity overlap and context-dependent instrumentation of territorial belonging: an interrogation of multiple levels of indigeneship mobilisation in Nigeria

ABSTRACT The subject of territorial belonging remains one of the regular flashpoints of conflicts in contemporary politics. With identity overlap and context-dependent instrumentation of belongingness, the question of how one identity classification attains preponderance over others in the overlap and the character of the associated conflicts compel studying every instance as a unique case. This paper interrogates the instrumentation of multiple levels of indigeneship mobilisation in inclusion politics in tertiary education institutions in Nigeria. Qualitatively drawing from vice-chancellor’s selection politics in University of Nigeria, this paper found that four incentives drove the preponderance of ethno-territorial indigeneship mobilisation over other levels of indigeneship mobilisation in the institution. First, politically, the collective interests of the dominant Igbo ethnic group were held paramount in the ethnic territory. Second, the rationales for the collective interest of the ethnic group were widely acknowledged by all communal settlements on the ethnic territory. Third, democratically, the phenomenon ensured the rule of the majority in vice-chancellors’ selection politics. Fourth, the merit prerogative of the academy, breached in inter-ethnic struggle, remained sacrosanct in intra-ethnic competition for the choice position. These exemplify the situation of many federal tertiary education institutions in Nigeria and become their prominent trademarks.

Emerging ethical issues in university administration in Nigeria educational institutions

Educational institutions are knowledge factories where individuals are enriched with skills, knowledge and capacity to nurture and develop their potentials. University consists of teachers who are widely read with knowledge and skills with the onus of producing students worthy in character and learning. The study explores the emerging issues in university administration in Nigeria in educational institutions. Emerging issues in university administration are behavioral patterns that undermine the integrity of the educational system. Some of these ethical issues are examination malpractices, indecent dressing, cult-related activities, sexual harassment, extortion from students through the sale of textbooks andblatant disregard for schools ethos and code of conduct. As a way forward, the study suggests that educational institutions should, as a priority, establish dress codes for students and teachers and sensitize students on the core values of Nigerian culture and the likely consequence of unethical issues on the psychic of individuals and the university community.

E-Learning Readiness in Higher Education Institutions in Nigeria during COVID-19 Pandemic

Purpose: The emergence of coronavirus disease 2019 (COVID-19) pandemic necessitated the closure of schools and higher institutions worldwide. Most schools resorted to online learning without considering its attendant effects. Most institutions in the developing countries that were stocked with traditional face-to-face learning method migrated to online learning unprepared. The study, therefore, evaluates lecturers’ readiness for e-learning in higher education institutions in Nigeria amid COVID-19 pandemic.
 Design/Methodology/Approach: To achieve this, a structured questionnaire was administered to 324 lecturers in selected federal, state, and private universities in Nigeria. The study adopts a quantitative research method. The quantitative data was analyzed using descriptive statistics.
 Findings: Findings reveal that Nigerian universities were not ready for e-learning prior to COVID-19 pandemic as the needed critical components to take-off e-learning were not available. Study indicates that resource utilization, resource availability, and e-learning facilitations are the critical factors that affected e-learning readiness in Nigeria universities amid COVID-19. Other challenges include internet unreliability, unavailability of e-learning pedagogy, and lack of prerequisite skills for the instructors and the learners.
 Research Limitations/Implications: A major limitation of the study is the failure to evaluate the challenges of e-learning readiness from the students’ perspective. This limitation creates opportunities for further research into the subject matter. Despite this limitation, the findings from the study have potential implications for university management stakeholders, education policy maker, and e-learning implementation in Nigeria HEIs.
 Originality/Value: Given the fact that e-learning is still a new method of teaching in HEIs in Nigeria, switching to this method of teaching unprepared poses a major challenge for both the learners and instructors. Therefore, it is crucial to evaluate facilitators and beneficiaries’ readiness to embark on this new method of learning.

Students' View of Causes, Forms and Solutions of Lecturers' Involvement in Corrupt Practices in Tertiary Educational Institutions, Kwara State Nigeria

This descriptive survey investigated students' views on lecturers' engagement in corrupt practices within Kwara State's tertiary educational institutions in Nigeria. The study targeted NCE. Three-level students, with 150 respondents randomly sampled using stratified and purposive techniques from public Colleges of Education. A researcher-designed questionnaire was used, addressing four research questions. Mean and standard deviation analyzed the data, revealing a high level of lecturer involvement in Corruption. Causes cited included greed, students' disinterest in learning, weak enforcement of anti-corruption laws, and lecturer intimidation. Corrupt practices identified encompassed money extortion from students, sexual harassment, score manipulation, forcing `handout purchases, and certificate forgery. Proposed solutions included timely salary payments, robust anti-corruption groups, funding lecturers' international conferences, strict sanctions against wrongdoers, and merit-based recruitment and promotion. These findings emphasize the need to combat Corruption, preserve institutional integrity, and create a conducive learning atmosphere. Implementation of effective anti-corruption measures can promote ethical academic conduct, ensuring transparent and accountable educational systems. Further research and practical interventions are vital to curb Corruption's impact on Nigeria's educational sector.

Brief Reflections on The Obstacles and Solutions Towards Arabic Language Through The Nigerian Literary Ages

Arabic language has made important and effective contributions in Nigeria since its emergence and is among the three foreign languages that are officially used higher islamic schools in the country, and it is also in the forefront among the languages taught in major educational institutions in Nigeria, but unfortunately, the language is facing alots of problems and obstacles, which hinder the language from massive development, This paper aims to shed light on the those obstacles and also state some possible solutions and factors that masy help in the growth and development of Arabic language in Nigeria and the extent of its vital contributions to building society. It was noted that the Arabic language is the only language that suffers from cruelty in the hands of orientalists, but it preserves its honor and dignity. Indeed throughout the history of mankind, this language has a great spirit that helps it restore its nobility. This is because in its fold is a great and honorable message, which is the word of God the Mighty.

Random forest and path diagram taxonomies of risks influencing higher education construction projects

While risk factors are sine qua non for construction projects’ non-performance, the research efforts are directed toward the likelihood of risks at the detriment of their level of influence on higher education building projects. This study assessed the perceptions of construction key stakeholders about the influence of risk factors on higher education building projects using machine learning-based random forest classification. A questionnaire survey was administered to four hundred and sixty-five (465) respondents comprising clients’ representatives, consultants, and contractors across five (5) higher education institutions in Nigeria. Of 465 questionnaires, 295 retrieved were suitable for the analysis implying a 63.44% response rate. The Random Forest (RF) classification used 295 samples, out of which 189 (64%) formed the training dataset, while the validation and testing data sets are 47 (16%) and 59 (20%), respectively. The RF model accuracy conducted shows the optimized model with the test accuracy and out-of-bag accuracy (OOB). The study clustered 58 risk factors into four comprising (i) security, access, health, and safety risks, (ii) construction dispute resolution risks, (iii) construction planning and contract documentation risks, and (iv) construction cost and management risks. Further, the proposed recommendations could help enhance the performance of higher education building projects.

Resistance to change and organizational performance: a study of selected universities in South West, Nigeria

The study is on how change resistance affects university performance in South West, Nigeria. The study evaluated how passive, active, attachment and uncertainty change resistance affect organizational performance in the South West. The study surveyed 382 out of 8221 people. Descriptive analysis used mean and inter-item correlations, and hypotheses were tested using the Ordinal Linear-by-Linear Association model. Empirical studies demonstrated that passive change resistance affected organizational performance in higher education institutions in South West Nigeria. Active change resistance affected university performance in South West. Attachment change resistance and uncertain change resistance affected organizational performance in the South West. The report proposed that higher education institutions in Nigeria anticipate change and organization enablers as such culture, structure and people. If institutional reform is to go smoothly without resistance, its infrastructure must be improved.

Knowledge Management Tools and Practices for Successful Implementation in Higher Education Institutions in Nigeria

Knowledge Management (KM) practices have existed for long in Higher Education Institutions (HEIs); although little attention has been given to successful implementation of KM practices as a means of gaining competitive edge and sustainable development. In view of this, this paper discusses knowledge management tools and practices for successful implementation in HEIs in Nigeria. The methodology adopted for this study was a literature search spanning across several studies on KM and their extent of application in HEIs. This paper further discusses elements of KM as applicable to HEIs, KM tools that are required for successful implementation of KM; and the challenges faced by HEIs in applying and sustaining KM principles in their day to day operations and work processes. Policy recommendations were equally made to improving the implementation of KM in HEIs. It was concluded that leadership of HEIs along with Government should show more commitment in the area of funding, procurement of infrastructures and organizing sensitization programmes that would entrench KM culture and sustain its practices.

Academic staff mentoring as a correlate of job performance among new entrants in HEI

This study is motivated primarily by an emerging trend observed in the Nigerian HEIs i.e., the changing workforce demographics, with its attendant consequences on educational standards. Considering the available evidences supporting the influence of mentoring on job performance in other sectors, these researchers found it worthwhile to investigate the mentoring practices in Nigerian HEIs to ascertain the relationship between mentoring and job performance of newly employed academic staff. The objectives of the study are: (1) determine the current mentoring practices in Nigerian HEIs; (2) ascertain the relationship between academic staff mentoring and job performance (proxied by task performance, contextual performance, and counterproductive work behavior) of newly employed academic staffs; and (3) determine the most appealing and effective mentoring strategies for optimizing the job performance of newly employed academic staffs. Given the objective of the study, –to ascertain the relationship between mentoring and job performance of newly employed academic staff– a correlational research design was employed in the study. A sample of 60 academic staff was drawn from a population of 182 newly employed academic staff of the Federal College of Education (Technical) Umunze. Mentoring was found to be significantly (and positively) correlated with task performance and contextual performance of newly employed academic staffs, whereas the relationship between mentoring and counterproductive work behavior was not significant. Other interesting findings from the descriptive statistics tests are also reported. Among the recommendations put forward is the need to establish a formal mentoring programme as part of the integration process of newly employed academic staff in the higher educational institutions in Nigeria.

Modelling Students' Satisfaction with Computer-Based Assessment (CBA) Environments in Higher Education: The Roles of CBA Center Service Satisfaction and Perceived Trust

It has been extensively researched how satisfied students are with the vast majority of goods and services offered by educational institutions of higher learning. However, there appears to be a paucity of research on students' satisfaction with the facilities and services of computer-based assessment (CBA) centers in higher education institutions, especially when the centers are equipped and staffed by third-party vendors. The CBA centers are public and private examination centers in developing countries that administer computer-based tests for higher education and other external organizations. Although satisfaction with the services and facilities is essential, it has been asserted that having the feeling of trust when using the CBA is even more critical to the students. Trust is essential for the success of any technological advancement, especially in the field of education. Any educational technology that lacks the stakeholders' trust, regardless of how effective it may be, is doomed to fail to be adopted on a large scale. However, limited studies have investigated how students' trust in the CBA affects their satisfaction. Therefore, this study aims to model and analyze the roles of CBA center service satisfaction and perceived trust in the CBA in attaining overall satisfaction by exploring their roles in influencing student satisfaction. A research framework based on the updated information system success model (ISSM) is validated using a survey incorporating system quality, service quality, question content, the cost-effectiveness of CBA services, CBA center service satisfaction, and perceived trust. A total of 459 survey responses collected from three higher education institutions in Nigeria were analyzed using structural equation modelling. As a result, the findings confirmed that students' satisfaction with services at the CBA centers is a mediator between service quality, system quality, and overall satisfaction with CBA. The correlation between CBA centre service satisfaction and overall CBA satisfaction was also found to be the strongest, indicating that student satisfaction with the services and facilities at the CBA centre is crucial. CBA center managers and institutions can utilize the findings from this study to successfully implement the CBA. In enhancing students‘ CBA satisfaction, higher education institutions should consider focusing on the necessary steps towards improving the conditions of the CBA centers in terms of infrastructure and services rendered. Meanwhile, to increase student satisfaction besides enhancing the system and service quality and cost-effectiveness, institutions should seriously consider promoting the CBA to the students by highlighting the personal impact of the CBA in terms of trust by improving the quality and features of the CBA.

The influence of individual and organizational factors on readiness to accept online learning among higher education lecturers in Nigeria

Information and communication technology have revolutionised many aspects of human interactions. One area which has received profound transformation is education and learning. Although technology-enhanced learning has widened access, and improved performance and quality; little has been achieved in many developing countries. The study is aimed at examining the predictors of readiness to accept online learning methods among faculty members (lecturers) in higher education institutions in Nigeria. Following the literature reviews, five factors (online learning attitude, online learning self-efficacy, management support, online content readiness and perceived benefit) were identified as the possible predictors of readiness to accept the online learning method. Using a sample of 277 valid respondents selected through proportional stratified sampling in 3 higher education institutions, it was found that online learning self-efficacy, management support, online content readiness and perceived benefit had statistically significant effects on readiness to accept online learning platforms among faculty members. Online learning attitude has no statistically significant effect on readiness to accept online learning methods. The study implies that faculty members (lecturers) who are confident in their ability to use the online learning method together with management support, institution E-content readiness and perception of benefit would accept the online learning method in teaching and learning.