DSpace Collection: scholarly

ICT factors and lecturers' productivity in public colleges of education in the new normal

2021-06-01T00:00:00Z

Title: ICT factors and lecturers' productivity in public colleges of education in the new normal Authors: Isah, E. A.; Ayeni, F. C. Abstract: The outbreak of COVID-19 pandemic introduced a new normal into the business world and the higher education environment. The pandemic has served as an existential threat to humanity resulting in productive dynamism in higher education system particularly in the demand for enhanced productivity of lecturers through Information Communications Technology (ICT) factors (availability, accessibility and functionality of ICT facilities). This study investigated ICT factors and the productivity of lecturers in public Colleges of Education in Nigeria in the new normal. The study was guided by one research question and one hypothesis. The survey research design was adopted for the study. The population for the study comprised of lecturers and students in Colleges of Education in the Southwestern geopolitical zone of Nigeria. The multi-stage procedure was adopted to draw a sample of 1,011 Lecturers and 3,033 students. The findings of the study included the fact that ICT facilities are available, accessible and functional in public Colleges of Education in Southwestern Nigeria as they scored low (ẋ = 0.00-2.44). Also, it was found from the hypothesis in this study that a significant relationship exists between ICT facilities factors (availability, accessibility, functionality) and lecturers’ productivity (teaching) in public Colleges of Education in Southwestern Nigeria at r=0.125; 0.868 and 0.824; p<0.05 level of significance. The study recommended that Government should make sure that acquisition of computers and other related ICT facilities are available, adequately accessible for lecturers and functioning properly. Additionally, training of lecturers to enhance ICT proficiency must be encouraged by the government.

Facilitating secondary school teachers records keeping capacity through ICT resources utilisation in Ogun State, Nigeria

2020-05-01T00:00:00Z

Title: Facilitating secondary school teachers records keeping capacity through ICT resources utilisation in Ogun State, Nigeria Authors: Isah, E. A.; Oluwabori, S. K. Abstract: The problem of records management and retrieval has become a challenge in Nigerian schools which might not be unconnected with methods used. Traditional methods have proved to be problematic with important documents as certificates, testimonials and others usually missing. In these digital times, important documents are often either misplaced or cannot be traced giving educational administrators and stakeholders tough decision making processes. The study adopted the survey research design with a population of1,845 teachers and a sample of 218 teachers selected through simple random sampling technique. The instrument for the study is ICT resources utilization and records keeping questionnaire (ICTURKQ) developed by the researcher, face and content validated by experts in the Faculty of Education of the University of Ibadan. ICTURKQ reliability coefficient is r=0.84 using the Cronbach alpha statistic. ICTURKQ is 25 item questionnaire whose findings were analysed with frequency count percentages, independent t-tests and multiple regression analysis. Findings revealed that the level of ICT utilization for record keeping in schools in the Shagamu LGA is low. A significant difference existed in the method of records keeping between private and public secondary schools in the LGA (t=0.002;p<0.05]. Finally, ICT resources allocation and utilization was found to have a significant joint influence on records keeping with(R=0.579, R2=0.335, Adjusted R =0.332 and r=0.000;p<0.05). It was recommended that government should take more concrete steps in funding public schools to make ICT facilities and teacher training in ICT more effective and efficient to facilitate records keeping in Ogun state schools.

Mitigating corruption entrenchment and its effect in Nigeria’s educational system: the policy initiative

2020-09-01T00:00:00Z

Title: Mitigating corruption entrenchment and its effect in Nigeria’s educational system: the policy initiative Authors: Isah, E. A. Abstract: The problem of corruption appears to have permeated every aspect of the Nigerian society since the end of Colonial rule. Corruption drove the military to incur into governance in Nigeria with subsequent coup d'etats. Today, nearly every facet of the Nigerian society appear permeated with corruption inclusive of education at all levels. Common occurrences in educational cycles include; examination malpractices, impersonation in examinations, examination frauds, institutional fraud, admission racketeering, sexual harassments specially sex for grades in higher institutions and the adoption of policies that serve as catalysts to corruption in high places giving an impression and perception that Nigeria is replacing meritocracy with mediocrity. The paper presents a clarification of key concepts on corruption and an overview of perceived policies as 'equal educational opportunity' Federal character policy, quota system and their contributions to the perceived decline of educational standards with attendant consequences on national development. The National common entrance examination to Federal Unity Schools was discussed. The BBC reported sex for grades scandal at the University of Lagos in Nigeria and sex for grade scandal in Obafemi Awolowo University, lle-lfe were highlighted. The paper examined educational policies as well as the centralization and regulation of the administration of education. Recommendations include that the FGN should decentralize the corruption fighting agencies to have sections for secondary and higher schools. Again, Federal Unity schools should be regionalized to help in the area of quality assurance standards maintenance. The problem of corruption appears to have permeated every aspect of the Nigerian society since the end of Colonial rule. Corruption drove the military to incur into governance in Nigeria with subsequent coup d'etats. Today, nearly every facet of the Nigerian society appear permeated with corruption inclusive of education at all levels. Common occurrences in educational cycles include; examination malpractices, impersonation in examinations, examination frauds, institutional fraud, admission racketeering, sexual harassments specially sex for grades in higher institutions and the adoption of policies that serve as catalysts to corruption in high places giving an impression and perception that Nigeria is replacing meritocracy with mediocrity. The paper presents a clarification of key concepts on corruption and an overview of perceived policies as 'equal educational opportunity' Federal character policy, quota system and their contributions to the perceived decline of educational standards with attendant consequences on national development. The National common entrance examination to Federal Unity Schools was discussed. The BBC reported sex for grades scandal at the University of Lagos in Nigeria and sex for grade scandal in Obafemi Awolowo University, lle-lfe were highlighted. The paper examined educational policies as well as the centralization and regulation of the administration of education. Recommendations include that the FGN should decentralize the corruption fighting agencies to have sections for secondary and higher schools. Again, Federal Unity schools should be regionalized to help in the area of quality assurance standards maintenance.

School location factors and learners access to the universal basic education programme facilities in Edo State, Nigeria

2019-06-01T00:00:00Z

Title: School location factors and learners access to the universal basic education programme facilities in Edo State, Nigeria Authors: Isah, E. A.; Oshogwe, O. Abstract: The problem of access, equity and quality are of concern to stakeholders due to perceived decline in numeracy and literacy in Nigeria. Insinuations are that the UBE programme is failing. Previous researches pinpointed funding among others. Some other factors yet to be well investigated include locational factors; home distance, rural - urban settings and school site as they influence access (enrolment) to UBE in Edo state (2010 - 2015). The survey research design with a population consisting of all public primary schools was adopted. The Multi-stage sampling procedure was adopted to select 1 senatorial district (Edo North). Various sampling techniques were used to select 998 primary 6 pupils and 786 Junior secondary school students. Two instruments titled ‘School Location Factors and School Access Questionnaire 1 & 2’ (SLFSAQ) guided the study. SLFSAQ 1 is a checklist while SLFSAQ 2 (r-0.85) elicited primary information. SLFSAQ 2 is designed after the Likert scale type. Instrument validity was established by colleagues in the Department of Educational Management, University of Ibadan. 5 research questions and 5 hypotheses guided the study. The hypotheses were analysed using chi- square for hypotheses 1, 2 and 3 while multiple regression analysis was adopted for hypotheses 4 and 5 @ p<0.05. A significant relationship existed between home distance and school location X2(df =15.27) =2087.16; p<0.05. Also, a significant relationship exist between rural-urban location and access to schools Ai(df=2,27) =1088.73; p<0.05. The relationship between school site and learners acess is X2 (df=27,30)=2071.13. The independent variables jointly contributed to access to UBE R=0.687 while F =df (3.16287) = 26.605, p<0.05. Geographical location made the highest contribution P=0.186; p<0.05. Recommendations included the need for more mass mobilisations especially in rural areas, schools should be located in centrally accessible areas with modest distribution of resources (personnel).