National Universities Commission Research Articles

Management of stress amongst state universities’ lecturers for improved performance: A quantitative approach

Purpose: This study aimed to assess the influence of stress on the performance of state university lecturers in the Southeast, Nigeria. Research Methodology: To achieve this, a correlational survey design method was employed. The study encompassed all six state universities in southeastern Nigeria, focusing exclusively on academic staff. This research involved all state university lecturers on full-time appointments, ranging from professorial cadres to graduate assistants. Data were obtained from personnel offices of the six state universities under review. The social sciences statistical package was used to analyze the data and draw conclusions. Results: The study revealed a significant positive impact of work-life balance on career development, as well as a marked positive impact of mental health management on the academic productivity of state university lecturers in southeast Nigeria. Limitations: The study focused solely on the impact of stress among lecturers of state universities in southeast Nigeria and was limited to the six state universities approved by the National Universities Commission as of the 2023/2024 academic session. Contribution: This study contributes to existing knowledge by introducing new indicators, such as work-life balance and mental health management, to the theme of stress management. It also adds to the empirical and theoretical evidence that could aid future scholars in exploring stress management further. Funding: This research was funded by the authors, and no external funding was received from any institution or corporate entity during this study.

Assessment of Mentoring/Experiential Learning Instructional Delivery Enhancement Strategies for Teaching Entrepreneurship Education in Business Education Programme in Tertiary Institutions in Bayelsa State

The research examined methods for enhancing the delivery of instruction in entrepreneurship education in the Business Education curriculum at tertiary institutions in Bayelsa State, Nigeria, by means of mentorship and experiential learning. The study investigated two hypotheses at the 0.05 level of significance and addressed two research questions using a descriptive survey research design. The population was made up of 89 lecturers in business education from Isaac Jasper Boro College of Education in Sagbama Bayelsa, Niger Delta University Wilberforce Island Bayelsa, and Federal University Otuoke, Bayelsa. All 89 academics were included as responders due to the manageable population size, hence removing the necessity of sampling. Utilizing a 5-point rating scale from Very High Extent (VHE) to Very Low Extent (VLE), with corresponding values of 5, 4, 3, 2, and 1, a structured, closed-ended questionnaire consisting of 26 items was utilized to gather data. Three experts validated the instrument, and the Chrobach Alpha reliability technique was used to certify its reliability. The device's reliability coefficient was found to be 0.783. Through in-person encounters with the respondents, data was collected, and all 89 questionnaires were totally completed, yielding a 100% return rate. The study issues were addressed through the use of mean and standard deviation in the data analysis, and the hypotheses were tested using t-test statistics. With a 5-point rating scale, mean values above 3.00 designated as "high extent" and those below 3.00 as "low extent," a cut-off point value of 3.00 was employed to interpret the results for the research topics. With regard to hypotheses, where the t-calculated (t-cal) value was less than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis of no significant difference was considered. On the other hand, when the t-calculated (t-cal) value was greater than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis was rejected. The results of the study lead to the conclusion that strategies for enhancing the delivery of experiential learning and mentoring interactions are useful for teaching entrepreneurship education in tertiary institutions' business education programs. The National Commission for Colleges of Education (NCCE), the Nigerian Educational Research and Development Council (NERDC), the National Teachers Institute (NTI), and the National University Commission (NUC) are among the organizations that are encouraged to become more involved in education reform and development. They should also be encouraged to support modern, student-centered instructional strategies in the implementation of entrepreneurship education curriculum in business education programs at the nation's postsecondary institutions.

Nigeria’s Tertiary Institutions and Education Laws

The study investigated Nigeria’s tertiary institutions and education laws. Without education laws, tertiary institutions would be in a state of anarchy. The study is beneficial to students, members of academic communities, curriculum developers, education administrators, the National Universities Commission (NUC), the Federal/States Ministries of Education, and its parastatal. Historical and case study designs were adopted. The doctrinal method was used in data collection. The primary sources of data were the Education Ordinance 1887, Education Code 1903, Education Ordinance 1928, Education Ordinance 1916, Education Code 1926, Education Ordinance 1948, Education Act 1952, Education Edicts 1966-1979, the Constitution of the Federal Republic of Nigeria 1999, Education Law 1999 and the Universal Basic Education Act 2004; sources of secondary data were published textbooks, scholarly peer-reviewed journals, and articles. Data were content-analysed, compared, contrasted, and presented thematically. The research findings were that students, academics, and non-academic members of staff of the schools should know education laws. The teaching of education laws should be a continuous exercise in all tertiary institutions. It was recommended that the NUC, the National Board of Technical Education, and the National Commission for Colleges of Education should introduce education laws as a course in the curriculum, to be registered for and passed by each student of the institutions before graduation. The management of the schools should train and retrain their students, academics, and non-academic members of staff on education laws regularly. Anybody who does anything contrary to the education laws of the institutions should face its consequences.

The Folly of Deception: Proverbs 26:24–28, Falsification of Results, and the National University Commission in Nigeria

Abstract This study is a theological reflection on Proverbs 26:24–28 and its relevance to the National Universities Commission’s accreditation exercises in Nigerian universities. Existing literature has not adequately looked into the corruption going on between the nuc and universities in Nigeria. In this study, we extended the literature in this area. The nuc usually earmarks periods to visit universities to appraise their infrastructure and manpower capacity. The aim was to ensure that funding for Nigerian universities was judiciously used. Unfortunately, when nuc officials visit universities, they are bribed into writing down in their reports the pass mark for departments and units that are not qualified to have a pass mark. Also, lectures and departmental heads go as far as borrowing classrooms and offices and putting up tags just to escape the accreditation process. This has greatly added to the sorry state of Nigerian universities. A literary analysis was employed. Recommendations were proffered.

Effects of Curriculum on the Performance of Architecture Students in Building Structures in Southwestern Nigerian Public Universities

Students’ performance in Building structures courses have been observed to be generally low with their corresponding inadequate application of Structures knowledge in Architectural designs. There are many factors that may be responsible for this in which the curriculum used to teach the students is inclusive. This issue has not been adequately investigated. This study therefore analysed the effects of curriculum on the performance of Architecture students in Building structures in Southwestern Nigerian public Universities, with a view to improving on the performance of the students. The study employed descriptive survey. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria namely: FUTA, LAUTECH, OAU, UNILAG and OOU were purposively sampled. The curricula of these selected universities were collected and reviewed with past examination questions and results on Building structures courses. The study revealed that curricula of all selected schools were in line with NUC and ARCON standards. The questions given to students’ during examinations were also standards and in line with the contents in the curricula in all selected universities. The study also revealed that the performance of the students in the courses was generally low across the selected universities. The study concluded that the curricula of schools selected are standard and good to train the students but should be re- evaluated to provide better alliance with the studio works (Architectural designs). The study recommended that topics not vital or relevant for students’ development in the contents should be removed to reduce overloading of works on students. There is need to reduce calculations or reduce calculations given to students’ during examinations to improve the performance of the students. Finally, periodical review and updating of curriculum are recommended to broaden the students’ knowledge in order to train high quality, talented students in Architecture and to meet the present and future trend development globally.

Private Sector Participation and the Development of University Education in Nigeria’s Fourth Republic, 1999-2021: A Historical Analysis

The main thrust of this paper is to historicise the involvement of the private sector in the development of university education in Nigeria in the Fourth Republic. While the first set of private universities began during the Second Republic, the year 1999 marked the commencement of the birth of the second set of private universities in Nigeria. The year 2021 was when the last batch of private universities was granted provisional licences of operation by the Federal Government through the National Universities Commission. There is no doubt that the history of educational development in Nigeria has its origin in the activities of the private sector, that is, Christian missions. Their involvement in the development of western education in the country between the late 19th and 20th centuries was mainly confined to the provision of primary and secondary education. Up to the birth of the Fourth Republic in 1999, the provision of university education in the country was exclusively the responsibility of both the Federal and the State governments. Although an attempt was made during the Second Republic, 1979–1983, to encourage private sector participation, this eventually failed. The present paper argues that availability and accessibility to high-quality university education can be meaningfully achieved through public-private collaboration as seen in developed countries such as the United States, the United Kingdom and Western Europe. Active involvement of non-state actors would help the government to mobilize financial resources to meet more pressing public service needs. The methodology adopted for this work is historical, qualitative and quantitative, utilising materials from both primary and secondary sources.

An Evaluation of Factors Affecting Architecture Students Performance in Building Structure in Southwestern Nigerian Public Universities

Building structure courses are compulsory courses in the study of Architecture as application of the knowledge obtained is necessary for building design stability. As important as these courses is, the performance of the students is observed to be generally low. There are many factors that are responsible for this low performance in the courses and this has not been adequately investigated. This study therefore evaluates the factors affecting academic performance of Architecture students in Building structure courses in Southwestern Nigerian public Universities, with a view to proffer solution to this problem and improving on students’ performance in the courses. Quantitative research approach was adopted. Five factors were selected namely: Students background characteristics, teaching style, learning style, classroom environment and structure curriculum. The study employed multistage sampling procedure. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria namely: FUTA, LAUTECH, OAU, UNILAG and OOU were purposively selected and sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. Regression analysis was used to evaluate the itemize factors on students’ performances. The study revealed that there was a strong relationship between the level of students’ performance in the courses and the five selected factors combined. It was also revealed that the factor that affected students most was teaching styles. The study concluded that the performance in Building structure courses rests on teaching and learning styles, therefore, when a better performance in courses is desired, a strong priority should be given to the quality of teaching and learning, the two are inseparable.

The Influence of Social Media on the Academic Performance of Literature-in-English Students in Kano State: A Case Study of Federal College of Education, Kano; Kano State College of Education and Preliminary Studies, Kano; and Aminuddeen College of Education, Kano

Literary studies encourage students to inculcate reading culture which ultimately produces graduates with creative and critical mind-set that could analyse and interpret all aspects of human life. Considering the importance of this field of knowledge, the National University Commission and Joint Admission and Matriculation Board have made it mandatory for admitting students into Nigerian universities to study BA (Ed) English, BA English, Law, and a host of other related programs at both undergraduate and post graduate studies. This research investigates how social media hinders the academic performance of Literature-in-English students in Kano State. Much attention given to the social media platforms by the students plays a significant influence in taking them relatively far away from their studies, and consequently making them too reluctant towards their academic pursuit which results into a great number of failures. Therefore, this research investigates the influence of social media on the academic performance of Literature-in-English students in Kano State. The study adopts a survey design with questionnaire as data collection instrument. The population of the study is the students of Federal College of Education, Kano; Kano State College of Education and Preliminary Studies, Kano; and Aminuddeen College of Education, Kano. The research analyses its data using descriptive and inferential statistics to present its findings and recommendations.

Accessing the factors that affect the implementation of successful project management for TETFUND-sponsored projects in the South East, Nigeria (2011–2021)

As important as the knowledge acquired via the teaching and learning process in tertiary institutions is the infrastructure in tertiary education. This is the case since infrastructure is one of the facilities that primarily supports the teaching and learning process. In Nigeria, tertiary education has faced and continues to face a number of difficulties throughout the years, one of which is the deterioration of the infrastructure necessary for professional and National University Commission (NUC) accreditation. The improper implementation of project management and the absence of integration of the services of the professional project manager in various TETFund Intervention Projects are two of the biggest difficulties experienced in the implementation of TETFund-Sponsored Projects. The upshot of this is that TETFund-Sponsored Projects have been delivered unsuccessfully. For this study project, the quantitative research method was used. For this study, official documentation of Annual Intervention Projects in 10 public recipient universities in South-East Nigeria was obtained. This study indicates that all the parameters indicated are drivers of successful project management with mean ratings over 2.5 based on the results it has received and assessed. The overall rating was 2.9, which is also higher than the benchmark norm. We reject the null hypothesis and come to the conclusion that there is no significant relationship between the variables of completed within time, not completed within time, completed but delayed, and not completed yet behind schedule. Hypothesis testing revealed that the value of the t-statistics (0.049) was below 0.05. Keywords: Determinants, Implementation, Infrastructure, Project, Management.

A binate regulatory framework for the accreditation of law faculties in Nigerian universities: a necessity or overkill?

ABSTRACT Nigeria operates a binate regulatory system for legal education under the regulatory control of the National Universities Commission (NUC) and the Council of Legal Education (CLE), which regulate the law faculties of universities and the Nigerian Law School respectively. Both regulatory bodies carry out periodic visitation exercises to confer accreditation status on the law faculties accordingly. Against the standards of the UK Better Regulation Principles (BRP) of proportionality, accountability, consistency, transparency and targeting, this paper examined the effectiveness of the NUC and CLE in exercising their regulatory functions in the regulation of legal education. In its assessment, this paper finds that the binate system falls short of the BRP. Its sanction of withdrawal of accreditation is rather extreme and not fit for instances of minor malfeasance. The activities of the binate regulatory bodies are left unsupervised and the court usually refrains from intervention. Hence, among other things, this paper suggests joint action of both bodies in carrying out accreditation exercises, which will ensure consistency and save costs. The court should also intervene in appropriate instances to prevent abuse of regulatory powers.

Assessment of Styles of Teaching Building Structures in Architecture in Southwestern Nigerian Public Universities

There are several teaching styles in the literature that have been traditionally used in the teaching of Building structures to students of Architecture. Nevertheless, they have all been streamlined into two styles: didactic and interactive styles of teaching and upon these that the assessment of this study was based. This study assessed styles of teaching Building structure courses to Architecture students in Southwestern Nigerian public Universities, with a view to improving the performance of the students in these courses. Quantitative research approach was adopted and employed descriptive survey. The principal survey techniques used was questionnaire. Five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria were purposively sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. The study revealed that the teachers were using both didactic and interactive teaching styles. The conclusion here was that the teachers were not using interactive teaching styles fully in teaching the courses to students which led to poor performance of students in the courses. Therefore, the study recommended that strong priority should be given to the quality of teaching by using interactive teaching style only in the teaching of Building structures.

The Jurisprudence of University Lecturers’ and Students’ Knowledge of Nigerian Education Laws

This study investigates the university lecturers’ and students’ knowledge of Nigerian Education Laws which brings peace, progress, tranquility, and development to an academic environment with a view to find out how lecturers and students are knowledgeable about Nigerian Education Laws. It juxtaposes knowledge of education laws by lecturers and that of the students. It will be of benefit to students, lecturers, the education communities where education law is useful and applicable. It will be of benefit to the law community - the lawyers, judges, lecturers, students among others. Curriculum developers, education administrators, the National Universities Commission, the Federal Ministry of Education and its parastatal/agencies and the public will benefit from this work. Historical and case study designs were adopted. The doctrinal method was used in data collection. The primary sources of data were the Education Ordinance 1887, Education Code 1903, Education Ordinance 1928, Education Ordinance 1916, Education Code 1926, Education Ordinance 1948, Education Act 1952, Education Edicts 1966-1979, the Constitution of the Federal Republic of Nigeria 1979 and 1999, Education Law 1999 and the Universal Basic Education Act 2004; sources of secondary data were published textbooks, scholarly peer-reviewed journals, and articles. Data were content-analysed, compared, contrasted and presented thematically which brought about the relevance of the study. The research findings are that lecturers and students have knowledge of Nigerian Education Laws and that knowledge of Nigerian Education Laws makes lecturers and students conduct themselves within the purview of the rules and regulations of the institutions. It is recommended that knowledge of Nigerian Education Laws should be a continuous exercise in an academic environment. Lecturers and students should be trained and retrained in respect of the education laws to avoid any gap in the level of knowledge of Nigerian Education Laws.

Comparative Analysis of Academic Performance of Architecture Students in Building Structures and Architectural Designs in Southwestern Public Universities in Nigeria

Building structures and Architecture designs are major and compulsory courses in the study of Architecture. The knowledge obtained in Building structures is applied in Architectural designs. However, students’ performances in Building structures courses have been observed to be generally low and what is not known is if there is low performance in Architectural designs also. This study therefore carried out a comparative analysis of academic performance of Architecture students in Building structures and Architectural designs courses in Southwestern Nigerian public Universities in order to improve on students’ performances on these courses. The study was a descriptive survey that involved questionnaire, five public universities approved by the National Universities Commission and Architects Registration Council of Nigeria namely: FUTA, LAUTECH, OAU, UNILAG and OOU were purposively sampled. A total of 702 questionnaires were administered to all the pre-final and final year students in the Department of Architecture of the sampled universities, while only 541 questionnaires were adequately completed and considered fit for analysis. Cross tabulation with chi-square was used to summarize the data. Pearson Product Moment Correlation was employed to show the relationship between Building structure knowledge and Architectural designs performance, while Regression analysis was used to assess the effect of the two courses on students’ performances. The study revealed that there was a significant relationship between the knowledge of Building structure and students’ performance in Architectural designs as the students progressed in their studies (r=0.641; p=0.046). The study concluded that the depth of knowledge in Building Structures is a function of good performance in Architectural designs, when all other factors leading to good Architectural Designs expertise are kept in place.

Electrical Engineering Practicum: The Place of Virtual Laboratory in Nigerian Universities

This study examined the level of awareness, perception, and utilization of virtual laboratories in Nigerian Universities by Electrical Engineering lecturers. The study was guided by three specific objectives and three survey research types. One hundred twenty-one lecturers in electrical engineering from 8 universities in Nigeria's Northeast comprised the study's population. Because the total population size was manageable, the study used whole-population sampling. Data was collected using a validated questionnaire. A reliability index of 0.79 was determined using Cronbach Alpha. Mean, and standard deviation were used to answer the research questions. The findings revealed that all the electrical engineering lecturers in Nigerian Universities are highly aware of Virtual Laboratories, and all the electrical engineering lecturers in Nigerian Universities rarely utilized Virtual Laboratories. The study recommended that the National University Commission should use all of its resources to promote the development of electrical engineering practicum by providing virtual laboratories to all universities in Nigeria, as the study found that electrical engineering lecturers in Nigerian universities have a high level of awareness of virtual laboratories; in addition to supporting physical laboratories in the universities, the administration should provide for the training of laboratory technicians and electrical engineering lecturers in Nigerian universities on how to effectively use the virtual laboratory facilities for conducting various types of experiments.

An Appraisal of the National Universities Commission Quality Assurance Measures in the Development of Academic Programmes in Nigerian Universities

The paper appraised the procedures involved in the development of academic programmes in Nigerian Universities and the associated Quality Assurance measures by the National Universities Commission (NUC). It specifically examined the roles of the Academic Planning Unit, the Resource Verification and the regular Programme Accreditation exercises in Nigerian Universities as critical quality assurance measures by the NUC to ensure quality academic programmes in the institutions. The challenges associated with the effective implementation of the NUC Quality Assurance strategies were also examined. These included inadequate academic staff, inadequate and dilapidated physical facilities, inadequate funding among others. Suggestions were then proffered to ensure the realisation of the quality and standards envisaged in the NUC Quality Assurance measures. These included the motivation and recruitment of more academic staff, the construction of more physical facilities and rehabilitation and maintenance of dilapidated facilities, increased fund allocation to education sector in the annual national budget to between 15 and 20%, consolidation of undergraduate programmes, establishment of more postgraduate programmes, introduction of bursary and loan schemes for the indigent students by the Federal and State Governments, etc.

Mounting of New Programme in Public Universities in Nigeria: Problems and Way Forward

This paper titled "Mounting of New Programme in Public Universities in Nigeria: Problems and Way Forward" examined problems of mounting new programmes in the public universities in Nigeria. Secondary data were used. The secondary data were gathered from print materials and online publications. The paper concluded that funding, personnel, infrastructure facilities problems, National Universities Commission (NUC) bottleneck, lack of instructional resources and brain drain are the major problems that have affected the mounting of new programmes in Nigerian public universities. To address these problems, the paper suggested that public universities should be adequately funded to enable them to mount new programmes in their respective institutions. Adequate budgetary provisions should be made for the employment of personnel, provision of infrastructure facilities and instructional resources. Universities should be granted autonomy to enable them to develop their programme without interference from any institutions outside the universities.

Analysis of Academic Staff Profile for the Assessment of Productivity: A Case of Akwa Ibom State University, Nigeria

This study analyses the academic staff profile for the evaluation of productivity for possible reclassification of academic staff on the basis of their scores, using the Akwa Ibom State University as a case study. Data for the research was obtained from 388 academi staff members on pensionable appointment across the 38 departments as at August 2022, with respect to the highest qualification (Q), years of service in Akwa Ibom State University (Y), and number of research publications (R) respectively. The test for conformity of academic staff distribution with NUC staff mix revealed non-compliance of Akwa Ibom State University academic staff distribution with the National Universities Commission (NUC) academic staff mix of 20%, 35% and 45% for Professors/Associate Professors, Senior Lecturers, and Lecturers I/below, respectively. The discriminant analysis and classification justified the academic manpower deficiencies and revealed high productivity of Lecturer I/below with Doctorate degree, which can make up the 35% staff mix as required by the NUC benchmark minimum academic standard.

Quality Assurance Units in Nigerian Public Tertiary Institutions: Problems and Ways Forward

The quest by the federal government of Nigeria to achieve quality tertiary education in line with global best practices established some agencies and commissions to help in quality assurance in the various higher institutions such National Universities Commission [NUC], the National Commission for Colleges of Education [NCCE] and the National Board for Technical Education [NBTE]. These regulatory bodies in the bid to attain internal quality assurance directed various institutions under their watch to establish departments or units of quality assurance to help strengthen the internal quality assurance programme of the regulatory bodies. These internal quality assurance units since taking off in some higher institutions, especially in the public universities in Nigeria have been facing some challenges. This paper discussed the problems hindering the effective service delivery of quality assurance units or departments in public tertiary institutions. The paper depends on secondary data and primary data. These data were sourced from both online and print published and unpublished works of literature. Some of these problems facing the quality assurance directorate/ units in Nigerian tertiary institutions include inadequate funding, inadequately trained quality assurance officers, and poor capacity-building programme, inadequate infrastructural facilities and working tools. To ensure effective quality assurance units in Nigerian tertiary institutions, the following have been suggested: adequate funding, employment of adequate quality assurance officers, provision of adequate infrastructural facilities, working tools and effective capacity development programme.

Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing

The study investigated the dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. The sample for the study is made up of ninety (90) students from public tertiary institutions in Ekiti State. Stratified random sampling technique was used to select the ninety (90) respondents from the three (3) sampled higher institutions in the state. The study used a quasi-experimental research method to explore the relationship between variables. The quasi-experimental design for the study was the non-randomized pretest, post-test control group design. The instrument used for data collection was an English Writing Skill Performance Test. Three research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. Four research hypotheses were formulated for the study and tested using t-test analysis of independent sample and a two way Analysis of Covariance (ANCOVA). Based on the data analysis, findings revealed that students that were exposed to blended learning instructional strategy significantly outperformed their counterparts who were exposed to technology supported method strategy and those taught using conventional method of teaching. Also, students who were exposed to technology supported method performed significantly higher than those taught using conventional method. It was further found that significant difference existed in gender performance with respect to the two strategies employed in the experimental group. While female students outperformed their male counterpart when been exposed to blended learning strategy, no significant difference existed when they were exposed to technology supported method. Lastly, the study concludes that there was significant effect of blended learning, technology supported and conventional methods on the tertiary students’ learning outcomes in post-test. government, in conjunction with curriculum developers, the federal and state government; other professional bodies like National Universities Commission should create resource centers that can sensitize other stakeholders in the educational sector on the efficacy of blended learning and technology supported learning approach. Keywords: Students’ performance, blended learning, Technology supported learning, Tertiary Institutions, English writing Journal Reference Format: Obadare, F.T.(2023): Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 11. No. 1, Pp 111-126. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N1P8x. Available online at www.isteams.net/humanitiesjournal

Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing

The study investigated the dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. The sample for the study is made up of ninety (90) students from public tertiary institutions in Ekiti State. Stratified random sampling technique was used to select the ninety (90) respondents from the three (3) sampled higher institutions in the state. The study used a quasi-experimental research method to explore the relationship between variables. The quasi-experimental design for the study was the non-randomized pretest, post-test control group design. The instrument used for data collection was an English Writing Skill Performance Test. Three research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. Four research hypotheses were formulated for the study and tested using t-test analysis of independent sample and a two way Analysis of Covariance (ANCOVA). Based on the data analysis, findings revealed that students that were exposed to blended learning instructional strategy significantly outperformed their counterparts who were exposed to technology supported method strategy and those taught using conventional method of teaching. Also, students who were exposed to technology supported method performed significantly higher than those taught using conventional method. It was further found that significant difference existed in gender performance with respect to the two strategies employed in the experimental group. While female students outperformed their male counterpart when been exposed to blended learning strategy, no significant difference existed when they were exposed to technology supported method. Lastly, the study concludes that there was significant effect of blended learning, technology supported and conventional methods on the tertiary students’ learning outcomes in post-test. government, in conjunction with curriculum developers, the federal and state government; other professional bodies like National Universities Commission should create resource centers that can sensitize other stakeholders in the educational sector on the efficacy of blended learning and technology supported learning approach. Keywords: Students’ performance, blended learning, Technology supported learning, Tertiary Institutions, English writing Journal Reference Format: Obadare, F.T.(2023): Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 10. No. 3, Pp 111-126. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N1P8. Available online at www.isteams.net/humanitiesjournal