International Journal of Educational Planning and Administration IIJEPAI Research and innovation for National Development (RIND) Volume 2, NO. 3 2017 UNIVERSITY OF IBADAN LIBRARY R e s e a r c h a n d in n o vat io n f o r n a t io n a l-d e v e l ;o p m e n t - (-r iN[3) Vol. 2, No. 3, ISSN: 11-19-3239 INTERNATIONAL JO U R N AL OF EDUCATIONAL PLANNING AND ADM INISTRATION (IJEPA) Volume 2, No. 3, 2017 ISSN: 1119-3239 RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) UNIVERSITY OF IBADAN LIBRARY R^SfcAKUH AINU ININUVAilUJNy^U^INAINUINAL UfcVfcLOPMhNT (RIND) Veil. 2, No. 3, ISSN: 1119-3239 EDITORIAL BOARD Editor-in-Chief “ Prof. Lilian I. Salami M anaging Ed ito r - Prof. E. E. O luchukwu Editors i. Ven. Prof. Mon Nwadiani (University of Benin, Benin City, Nigeria) ii. Prof. Babalola.J. B. (University of Ibadan) iii. Prof. Alani R. A. (University of Lagos) iv. Prof. Juliet. W . Machania(Karatina University, Kenya) v. Prof. A. Y. Akomah (Cape Coast University of Ghana) I. Contributing Ed ito r Prof. Douglas Bourn (University College, London Institute of Education) ». Corresponding Editors i. Dr. A .A .Agbaje ii. Dr. O .A . Akinsolu iii. Dr.. A. D .Shofoyeke iv. D r .A . L. Ogunsola Business Editors i. Dr. O .A . Oyekan jj. Dr. M, A. Adebisi : Cover Concept: Soft Contents Uk Ltd I Editorial Consultant: Joe-Tolalu & Associates Published for NIEPA by T HE — — PUBLISHING OPEN INSTITUTE— — www.publishingopeninstitute.com in collaboration with 5^/l'C on ten ts uk Ltd. jp .. Learning & Development Consultants www.softcontents.org Enquiries to: Department of Research and Development, National Institute for Educational Planning and Administration (NIEPA) Ondo, Nigeria. http://www.niepa.org.ng UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NAUyiNIAL,UfcVfcUO_Fjvife!N i ^KINU; Vcl. 2 No. 3. ISSnV'1 119-3239 EDITORIAL Planning and administration is the fulcrum of the entire education system. If this is missed out as the superstructure on which curriculum and pedagogy are mounted, the system will definitely collapse; whereas if the foundation-planning and administration which is the superstructure is solidly laid and nourished, the system will reign supreme! “ International Journal of Educational Planning and Administration” is set out to ensure the foundation of dissemination to stakeholders. In this edition of the International Journal of Educational Planning and Administration (IJEPA), with the theme, “ Research and Innovation for National Development (R IND ),” readers will receive elucidation on topics such as managing secondary education for sustainable development in Nigeria. Scholars are enjoined to embrace this edition of IJEPA and contribute articles to the subsequent editions of this “must have journal” which is one of the major instruments of achieving an aspect of NIEPA's mandate of building the capacity of education sector planners and managers at all levels of our education system. Prof. Lilian l. Salami Director Generali Chief Executive liliansalami@yahoo.com UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 FROM THE MANAGING EDITOR The International Journal of Educational Planning and Administration (IJEPA) is published by the Department of Research and Development of National Institute for Educational Planning and Administration (NIEPA), Nigeria. The journal publishes scholarly contributions from academics, researchers and practitioners and showcases outstanding researches of research fellows of National Institute for Educational Planning and Administration (NIEPA). The journal's primary aim is to make high quality contribution to current debates on local and global issues on Research and Innovation for National Development (RIND). The journal also provides a medium for dissemination of innovative and consequential papers on theoretical and empirical researches. W e wish to add that the vibrant intellectual life of NIEPA, through the instrumentality of the Department of Research and Development, a place where originality and innovation are highly prized and where the shared pursuit of ideas remains fundamental to the department's continuing success. Importantly, this edition of the journal has arisen from the papers presented at the International Conference on Research and Innovation for National Development which held at the Institute in 2017. Our highly articulate and scholarly editorial board has made athorough job of this maiden edition. I wish you happy perusal and synthesis of the rich research contained therein. Professor Ephraim E. OSuchukwu Managing Editor UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNCVAT'ONI'RCR NATIONAL DEVfcLCPVE.NJ.iR!NO) Vof. 2̂,'N o 1 g-3239 LIST OF CONTRIBUTORS 1. Adebayo, Timothy Afolami, (Ph.D), Kwara State College of Education, Oro, Nigeria. 2. Adebisi, M. A., (Ph.D), Monitoring and Evaluation Unit, Research and Development Department, National Institute for Educational Planning & Administration (N1EPA Nig.), Ondo, Nigeria.. 3. Adebola, Yetunde Abiodun, Empirical Unit of the Research Department, National Institute for Educational Planning and Administration, NIEPA, Ondo, Nigeria. 4. Adekunle R F, (Ph.D), Department O f Physical and Health Education, Osun State College of Education, Mesa, Nigeria,. 5. Adelokun, A. S. (Ph.D), Department of Educational Management, Obafemi Awolowo University, lle-lfe, Nigeria. 6. Adetola, Dapo, Empirical Unit of the Research Department, National Institute for Educational Planning and Administration, NIEPA, Ondo, Nigeria. 7. Adewoyin, V A., Department of Science Laboratory Technology Osun State College of Technology, Esa- Oke, Nigeria. 8. Adeyanju, Hammed Idowu (Ph.D) Department of Educational Management, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. 9. Adeyeri, L. O., Department of Mathematics and Statistics Osun State College of Technology, Esa-Oke, Nigeria. 10. Adikwu, O. (Ph.D) Department of Educational Foundations and General Studies University of Agriculture, Makurdi, Nigeria. 11. Adio-Moses Ruth Ochanya, Department of Human Kinetics and Health Education, Faculty of Education, University of Ibadan, Nigeria. 12. Afangideh, Sunday T., Department of Educational Management, Faculty of Education, University of Port Harcourt, Nigeria. 13. Afariogun Anthony, (Ph.D), Department of Educational Administration and Planning, Adeyemi College of Education, Ondo, Nigeria. 14. Afolabi, F. O., Department of Educational Administration and Planning, Adeyemi College of Education, Ondo, Ondo State, Nigeria. 15. Afolabi, O. R, Department of Computer Science, Federal University of Technology, Akure, Nigeria. 16. Agokei, Roland Chukwudi, (Ph.D), Department of Educational Foundations and Counselling, Adeyemi College of Education, Ondo, Nigeria. 17. Akinniranye, O. I., (Ph.D), Department of Educational Administration and Planning, Adeyemi College of Education, Ondo, Nigeria. 18. Akinsolu, A. Olatoun (Ph.D), National Institute for Educational Planning and Administration. (N IEPA Nigeria), Ondo, Nigeria. 19. Akinsolu, Adedolapo Omotayo, National Institute for Educational Planning and Administration. (N IEPA Nigeria), Ondo. Nigeria. 20. Akintunde, Samuel, (Ph.D), Adeyemi College of Education, Ondo, Nigeria. 21. Akinwande D. D., Department of Integrated Science, Adeyemi College of Education, Ondo, Nigeria. 22. Alabi, Abidoye Olufemi, Department of Vocational and Technical Education, Osun State College of Education, llaOrangun. Nigeria. 23. Alabi, Olanike O., Department of Banking and Finance, Osun State College of Technology, Esa Oke, Nigeria. 24. Animoku, Ahman E., (Ph.D), Department of Education Support Services, Kogi State Ministry of Education, Science and Technology, Lokoja, Nigeria. 25. Asaaju, Olayemi Aderokun, Adeyemi College of Education, Ondo, Nigeria. 26. Aselebe, Kamorudeen Oladapo, Department of Curriculum and Instruction, Emmanuel Alayande College of Education, Oyo, Nigeria. 27. Awopetu, B. A., Department of Science Laboratory Technology Osun State College of Technology, Esa- Oke, Nigeria. 28. Ayanda, Michael Olusegun, (Ph.D), Biology Department, Kwara State College of Education, Oro, Nigeria. 29. Ayeni, C. F„ Department of Educational Administration and Planning, Adeyemi College of Education, Ondo, Nigeria. ~ ] UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 30. Ayoola, Rebecca Adeola, (Ph.D.), Dept, of Educational Foundations and Management, Osun State College of Education, lla-Orangun, Osun State, Nigeria. 31. Azeez, R. Olugbenga, Faculty of Education, Olabisi Onabanjo University, Ago-lwoye, Nigeria. 32. Bourn, Douglas (Prof.) University College, London-lnstitute of Education. 33. Egbebi, John Oluyemi, (Ph.D), Research and Development Department, National Institute for Educational Planning and Administration (N IEPA), Ondo, Nigeria. 34. Emmanuel, Stephen Oluwaseun, Department of Educational Foundations and Counselling, Adeyemi College of Education, Ondo, Nigeria. 35. Fasakin, M. O. (Ph.D), Department of Educational Administration and Planning, Adeyemi College of Education, Ondo, Nigeria. 36. Fasanmi, S. A., Department of Educational Management, Obafemi Awolowo University, lle-lfe. 37. George, O. O., Department of Science Laboratory Technology Osun State College of Technology, Esa- Oke, Osun State, Nigeria. 38. Ikusika, A., Department of Physics, Adeyemi College of Education, Ondo, Nigeria. 39. Kayode, G. F., Department of Integrated Science, Adeyemi College of Education, Ondo, Nigeria. 40. Loto, A.B. (Ph.D), Department of Educational Administration and Planning, Adeyemi College of Education, Ondo, Ondo State, Nigeria. 41. Macharia, Juliet W. (Prof.) KaratinaUniversity, Kenya. 42. MustaphaAyodele Haruna, Department of Social Sciences, Rufus Giwa Polytechnic Owo, Nigeria. 43. Nwadiani, Mon (Ven. Prof.), Department of Educational Management, University of Benin, Benin City, Nigeria. 44. Nwideeduh, Sam. B. Department of Educational Management, Faculty of Education, University of Port Harcourt, Nigeria. 45. Odeniyi, Olujinmi Adebayo, (Ph.D), Image Counselling Clinic, Zamani, Airport Road, Abuja, Nigeria. 46. Ogunsola, LydiaTemitope, Information-Communication Technology Department, National Institute for Educational Planning and Administration (N IEPA), Ondo, Nigeria. 47. Ojo, M. O., Department of Integrated Science, Adeyemi College of Education, Ondo, Nigeria, 48. Okanlawon, Ayobami Joseph, Department of Human Kinetics and Health Education, Faculty of Education, University of Ibadan, Nigeria. 49. Olagunju, A. M., Department of Science, Mathematics, and Technology Education, University of Ibadan, Nigeria. 50. Olaitan-Onasanya, S. M., Monitoring and Evaluation Unit, Research and Development Department, National Institute for Educational Planning & Administration (N IEPA Nig.), Ondo, Nigeria. 5 1. Olaniyi, Olusegun Samuel (Ph.D) Department of Educational Management, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. 52. Olokede, N.O., (Ph.D), Osun State College of Education, lla-Orangun, Osun State, Nigeria. 53. Oloyede, OmololaOluwalanu (Ph.D), Department of Science, Mathematics and Technology Education, University of Ibadan, Oyo State, Nigeria. 54. Olugbenga, T. Ajadi (Ph.D), Department of Educational Management, Obafemi Awolowo University, lle- lfe, Osun State, Nigeria. 55. Oluwalola, Felicia Kikelomo, (Ph.D), Department of Office Technology and Management, Institute of Information and Communication Technology, KwaraState Polytechnic, llorin, Nigeria. 56. Omirin, Fadekemi Funke (Ph.D), Department of Arts & Social Sciences Education, Osun State University, Ipetu-ljesa Campus, Osun State, Nigeria. 57. Omiyale, G. T., Monitoring and Evaluation Unit, Research and Development Department, National Institute for Educational Planning & Administration (N IEPA Nig.), Ondo, Nigeria. 58. Oni, Joshua O. (Prof.) Department of Educational Management and Business Studies, Olabisi Onabanjo University, Ago-lwoye, Ogun State, Nigeria. 59. Oshinyadi, Peter Olumide, Department of Educational Management and Business Studies, Olabisi Onabanjo University, Ago Iwoye, Ogun State, Nigeria. UNIV RSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 60. Owoyemi,S. I., Department of Integrated Science, Adeyemi College of Education, Ondo, Nigeria. 61. Oyekan, Opeyemi, (Ph.D) Research and Development Department, National Institute of Educational Planning and Administration, Ondo, Nigeria. 62. Raji, AfeezTo.'pe.', AdekunleAjasin University, Akungba-Akoko, Ondo State, Nigeria. 63. Shamsudeen Habibu, Department of Mathematics, Federal College of Education (Technical) Gusau, Nigeria. 64. Shonaike, Adekunle Fatai, Omotosho Electric Energy Company, Omotosho Forest Reserve, Ondo, Nigeria. 65. Soyemi, Oluyemi Adenike, Department of Educational Management and Business Studies, Olabisi Onabanjo University, Nigeria. 66. Suleiman, Bashir Ph.D, Department of Science Education, Federal University Gusau, Nigeria. 67. Tolorunleke, J. S. (Ph.D), Hon. Commissioner for Education, Science and Technology, Kogi State, Nigeria. 68. Tyokyaa, C. I. (Ph.D), Department of Educational Foundations and General Studies University of Agriculture, Makurdi, Nigeria. 69. Umar, Sodangi (Ph.D), Department of Science Education, Federal University Gusau, Nigeria. 70. Wahab, Shamsideen Abiodun, Department of Educational Management and Business Studies, Olabisi Onabanjo University, Nigeria. UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION-F.OR NATIONAL'DEVELOPMENT (RIND; Vol. 2, No. 3. ISSN: 1119-3239 ABOUT RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Research and Innovation for National Development (RIND) is an initiative of the Research and Development Department of the National Institute for Educational Planning and Administration (NIEPA) Ondo, Nigeria. It is a forum where research works carried out by academics are presented and brainstormed upon to form educational policies on emerging issues in the education sector. Other activities include networking, workshops, conferences, information sharing and collaborative policy research. RIND is committed to finding scientific solutions to various problems/challenges facing education system in Nigeria in particular and Africa in general. The Network is dedicated to creating, harvesting, propagating and promoting knowledge that would help in Transforming institutions (tertiary and research) to a global standard as well as capacity Duilding for researchers and policy makers. The Research and Development Department is to influence policies on education along directions suggested by theories and evidences of sound practices. Therefore, we implore policy makers to generate Dolicy problems requiring investigations and information. Researchers would devote quality time to finding relevant information on what makes education relevant in various parts of the world and share these with policy makers for adaptation at local, national and international levels. \. ror more informationvisitourwebsitewww.niepa.net. Dr. O. A. Oyekan Ag. Head, Research and Development Department i UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 G U ID E FO R A U T H O R S Manuscripts should conform to the style set forth in the publication manual of the Am erican Psychological Association (APA ) 5th edition by having the following characteristics among other things: (a) A title page with a title of 10-12 words. Be low the title should be w ritten the author's in the order: first name, middle initial and last name. Be low the author's name is the institutional affiliation of the author, mailing address (es), email address (es), phone and fax num ber if possible. (b) An abstract on page 2, written in single paragraph and having a maximum of 200 w ords (c) A text which starts on page 3. Page 3 should begin with the title of the paper centered at the top. The text begins below the title w ithout the label "introduction". The sections of the text follow each other w ithout a break. If the paper is a research report it should include an introduction (which comprises background, purpose and research questions/ hypotheses), methods, results discussions, conclusions and recom m endations/ implication(s) (d) References. This list starts on a new page. References should be w ritten in alphabetical order and should include only the cited works within the body of the paper. The A P A Fifth Edition format should be followed in writing all references. (e) Tab les. and figures should be presented using the A PA format and be num bered consecutively in the order in which they are first mentioned in the text. (f) Manuscript should be writing using the Times N e w Roman with font size of 12, double­ spaced throughout on A4 sheet of paper. /• " \ / I (g) All paragraphs should be indented five to seven spaces. Type all remaining lines of the manuscript to a uniform left hand margin. (h) Authors are responsible for obtaining permission from copyrights owners to reprint or adapt tables or figures or reprint quotations of 500 words or more. 2. Manuscripts most acceptable to space requirem ents would be between 3500-10,000 words includingthe references. 3. Submit your manuscript file in MS w ords electronically to ade4john@ gm ail.com and ephraimoluchukwu2014@ gm ail.com Authors are advised to keep a copy of their manuscripts to guard loss. Manuscripts' are welcom e throughout the year. UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 The National Institute for Educational Planning and Administration (N IEPA ), N igeria domiciled in Ondo town in O ndo State , was established in 1992 by the Federal Ministry of Education, in collaboration w ith U N E S C O / IIE P Paris, as a sub-regional staff college for W est Africa. It seek to realize its mission through capacity building, continuous train ing, consulting, action research in educational planning, information dissemination and providing resource centre services. The Institute operates a relatively small bureaucracy w ith large reperto ire of highly experienced external consultants from U N E S C O - IIE P Paris, France, Nigerian Universities and Private Sector. It is the only capacity building outfit for education sector planners and managers in Nigeria. "To develop a critical mass of education sector planners and managers for the effective and efficient planning and management of the education system through capacity building, continuous training, action research and inform ation dissemination." The vision is to em pow er the education sector w orkers with appropriate skills and techniques for effective and efficient operation Philosophy The Institute's philosophy is to transmit the most essential knowledge and practical know-how required to build capacity for educational planning, management, monitoring and evaluation in N igeria educational system. This philosophy is based on the need to produce seasoned, articulate, well-grounded, technically skilled education managers, planners and school administrators w ho are to ensure quality, relevance and efficiency in all the tiers of the educational system. UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND)^ Vol. 2, No. 3, ISSN: 1119-3239 Editorial Board ii Editorial iii From the Managing Editor iv List of Contributors v About Research Innovation and National Development (R IND ) viii Guide for Authors ix About Us, Mission and Vision x Table of Contents xi Oven/iew of Roles of Research and Innovation for National Developm entalND) - Nwadiani, (Ven., Prof.) I Overview of Roles of Research and Innovation for National Development - Akinsolu, A. Olatoun, (Ph.D) African Higher Institutions of Learning as Seats of Research and Innovation for Development: Reality Demystified - Macharia, Juliet W. (Prof.) 19 Global Learning and Subject Knowledge - Douglas Bourn, (Prof.) 22 Alternative Strategies in Student Affairs Administration in Non-university Tertiary Institutions in Osun State: Key Stakeholders' Perceptions - Adelokun, A. S. (Ph.D), Fasanmi, S. A. 32 Managing Research Findings in Nigerian Universities: Issues, Challenges and Ways Forward - Ajadi, Olugbenga T. (Ph.D) 43 Educational Resources and Teachers' Time Management as Predictors Of Students' Academic Performance in Ogun State Public Secondary Schools - Wahab, Shamsideen Abiodun, Oshinyadi, Peter Olumlde & Soyemi, Oluyemi Adenike 5 1 Assessment of Fire Safety Preparedness among Residential Staff of the University of Ibadan: Promoting Safety in Homes for National Development - Okanlawon, Ayobami Joseph & Ochanya, Adio-Moses Ruth 60 Evaluation of Problem Solving Skills of Secondary School Students in Oyo State - Odeniyi, Olujinmi Adebayo, (Ph.D) & Oyekan, Opeyemi (Ph.D) 68 Innovation,In Curriculum, Planning And Implementation for National Development - Tolorunleke, j. S. (Ph.D) 75 Girl-child Education as Panacea to Rapid Population Growth for National Developmental Transformation in Nigeria - Oloyede, Omolola Oluwalanu, (Ph.D,) & Asaaju, Olayemi Aderokun 85 The Impact of Course Satisfaction and Perception on the Counselling Self-efficacy of Pre-practica Trainees in Adeyemi College of Education: A Focus for National Development - Agokei, Roland Chukwudi (Ph.D) & Emmanuel, Stephen Oluwaseun 95 Extent of the use of Computer in Processing Results in South-West Nigeria Tertiary Institutions for Educational Development - Omirin, Fadekemi Funke, (Ph.D) 104 Reflections on Professionalisation of Teaching in Nigeria - Oni, Joshua 0., (Prof), Adeyanju Hammed Idowu & Olaniyi Olusegun Samuel l 12 Curtailing Plagiarism within the Academia: An Examination of Causes and Deterrent - Awopetu, 8. A. I., George, 0. 0., Adeyeri, L. 0., Adewoyin, V. A. & Olagunju A. M. S. 12 1 Predictive Validity of Mentoring and Self-Regulation on Coping Capacity of Nigerian Soldiers - Azeez, R. Olugbenga Shonaike & Adekunle Fatai 13 1 Mathematics Concepts Proficiency as Predictor of Undergraduate Students' Academic Performance in Mathematics at Federal University Gusau, Zamfara State, Nigeria - Sulaiman Bashir, (Ph.D) Umar Sodangi, (Ph.D) & Shamsudeen Habibu 138 UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 Awareness of Human Papilloma Virus Infection and Attitude to Sex among Female Students in Colleges of Education in Osun State Adekunle, P F. (Ph.D) 145 Personality Types - Innovative Approach to Career Knowledge of Secondary School Students in Osun State - Olokede, N. 0., (Ph.D) 15 1 Poverty Alleviation and Job Creation in Elementary School Feeding Programme for Innovation and Development in Osun State, South-West, Nigeria - Ayoota, Rebecca Adeola, (Ph.D) 158 Scoring Levels, Analogies, Concept Maps and Students' Achievement in Ecological Concepts in Biology - Ayanda, Michael Olusegun, (Ph.D) 168 Influence of School-based Management and Teacher Improvement Training on Academic Performance of Primary School Pupils in Kwara State, Nigeria - Adebayo, Timothy Afolami, (Ph.D) 178 Effective Management of Entrepreneurship Education and Traditional Education Practice in Nigeria: Its Implication for Innovative Individual Self-economic Survival - Oluwalola, Felicia Kikelomo.(Ph.D) & Adeniyi A. A. 187 Educational Planning, Administration, Management and Information Communication Technology (ICT) in Nigeria: Panacea for Innovative Quality Education Delivery - Egbebi.John Oluyemi, Ph.D, Alabi, Abidoye Olufemi, Ogunsola, Lydia Temitope & Alabi, Olanike 0. 193 Home-Grown School Feeding Practices Across Countries: It's Implication on Learning Achievement in Foundational Schools in Nigeria - Shofoyeke, A. D. (Ph.D) Oyekan, Oyeyemi Aderonke, (Ph.D) Adebola, Yetunde Abiodun & Adetola Dapo 201 Research for Innovation: Challenges in Nigerian Tertiary Institutions - Adebisi, M. A. (Ph.D) Omiyale, G. T. & Olaitan-Onasanya, S. M. 207 Human as a Resource Factor in Riverine Buildings, Designs and Constructions Failure - Owoyemi.S. /., Ojo, M. 0., Akinwande, D. D., Ikusika, A. & Kayode, G. F 2I5 Issues in Research/lnnovation for Development in Peace and Conflict Education: Challenges and Prospects - Mustapha Ayodele Haruna 221 Analysis of Financial Administration of Secondary School Principals in Benue State, Nigeria - Tyokyaa, C. I. (Ph.D) & Adikwu, 0. (Ph.D) 228 Managing Innovations in Records Management and Communication for Sustainable Secondary Education Development in Akwa Ibom State - Afangideh, Sunday T. & Nwideeduh, Sam. B. 236 An Assessment of Information and Communication Technology Utilisation in the Conduct and Implementation of Educational Research in Selected Tertiary Institutions in Ondo State, Nigeria - Fasakin, M. 0. (Ph.D), Ayeni, C. F & Afolabi, 0. P. 249 Socio-Economic, Political and Bureaucratic Constraints on the Conduct and Implementation of Educational Research and Innovation in Nigeria - Afolabi, F. 0., (Ph.D), & Loto, A. B. (Ph.D) Mrs. 258 John Dewey's Educational Theory of Learning by Doing: Implication for Innovation and National Development - Akinniranye, 0. I. (Ph.D) & Afariogun Anthony, (Ph.D) 267 University-industry Collaborations in Funding and Personnel Development for Sustainable Research Development in South-South Nigerian Universities - Sunday, T. Afangideh 275 Teamwork as a Correlate of Job Productivity among Academic Staff of Tertiary Institutions in Oyo State, Nigeria - Aselebe, Kamorudeen Oladapo & Popoola, Bolaji Gabriel 286 Population and Development in Nigeria: The Need for Political Restructuring as an Innovation in Education Sector - Akintunde, Samuel (Ph.D) 292 UNIVERSITY F IBADAN LIBRARY 1ESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) ol. 2. No. 3, ISSN: 1119-3239 ASSESSMENT O F F IR E S A F E T Y P R E P A R E D N E S S A M O N G R E S ID E N T IA L S T A F F O F T O E UNIVERSITY O F IB A D A N : P R O M O T IN G S A F E T Y M H O M E S F O R N A T IO N A L D E V E L O P M E N T By Okaniawon Ayobami Joseph' Adio-Moses Ruth Ochanya1 Department of Human Kinetics and Health Education, Faculty of Education, University of Ibadan Email: ayobamiokla@yahoo.com Phone numbers: 08102364420, 08053053130 Abstract Fires in schools are a public concern because of the increased incidences, injuries and deaths of students and staff not to mention the destruction of properties. Despite this, schools seem not well prepared for fire disasters, The purpose of this study was to assess fire safety preparedness among residential staff in University of Ibadan. The research adopted a descriptive survey. The target population for this study consisted of all staff residing in the staff quarters. This study employed multi­ stage sampling technique to obtain the sample population of 169 respondents. Data was collected by means of questionnaire, an observation schedule and structured interview guide. Data collected was analyzed through descriptive statistics and linear regression analysis. Based on the findings of the study, fire extinguishers are indicated not readily available in staff residential quarters with only 14 .2 % of residential staff indicating its availability; 57 .4% of residential staff do not know how to use a fire fighting equipment; 85.2% of residential staff have not received any training on the use of fire fighting equipment. Based on the findings of the study, the researchers recommended that the university management should consider providing fire fighting equipment to staff residential quarters and should also be regularly inspected. Finally, residential staff should be trained on fire safety. The study suggested that a similar study should be carried out in other tertiary institutions in Nigeria to examine fire safety preparedness in schools, hence improve research and innovation in health and safety educqtion for national development. Key words: fires safety, fire safety preparedness, fire fighting equipment, disaster, residential staff Introduction i Man desires to live in a safe and conducive environment devoid of danger and disasters. Ajala (2002) stated that traditionally, a man's home is his castle, a place of security, but this saying is not always true as far as safety is concerned. Inasmuch as the home is often referred to as a haven, if the activities that ensure safety are not practiced, there can be devastating consequences, hence the need to be safety conscious at all times. Safety is of paramount importance at home and should be maintained always. This is necessary in order to protect the children, the aged and other people at home from accident. Fasan (2009) in describing home safety explained it as measures put in place at home to prevent the occurrence of accidents. It is the guiding principles or actions put in place at home, which can safeguard inhabitants from loss of life or properties. There is no part of the house where accidents cannot occur, it could be fire accident, fail, drowning, poisoning, electrocution, etc. However, fires are one of the most common disasters likely to occur at home. The increasing frequency of fire disasters at residential areas in educational institutions is causing loss of lives, enormous destruction of property, disrupting education programmes and causing a lot of concern to the public. 1 Department o f Human Kinetics and Health Education, Faculty o f Education, University of Ibadan, Ibadan. UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR’NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 These incidences of fires are indication of poor disaster preparedness (Kirui, Oboka and Buchere, 2007). According to Artim ( 1999), the most worrying aspect is that society has adopted a reactive rather than proactive perspective to the problem of fire in schools; many a times, preventive measures are not put in place, but rather its only after the disaster strikes that funds are mobilized for reconstruction of the destroyed facilities and little psychosocial support (if any) offered to the survivors. This has resulted in the problem recurring over and over again, thus adversely affecting the resources' sustainability by retarding development through reconstruction and repair work. Fire safety preparedness is a continuous process, it does not stop at prevention and control of fire and it also involves constant training, education, evaluation of the various strategies that promote fire safety. The strategies can involve adequate provision and evaluation of facilities and equipment and can even include the process of educating and training residents on the usefulness and operation of these facilities and equipment. This view is supported by Caplan, Barker, and Connis (2008) when they stated that fire safety preparedness includes availability and effective use of procedures, infrastructure, equipment as well as knowledge and positive attitude of residents towards implementation of fire safety preparedness guidelines. For instance, the use of .fire extinguishers, smoke alarms, automatic sprinklers have saved thousands of lives at homes and hostels where they have been installed. However, this would not have been possible if the residents had lacked knowledge on the functions and use of these facilities. The most crucial step in fire safety preparedness is prevention of fire, but when it occurs, the knowledge and attitude of residents on fire safety is essential. In support of the above statement, Hart, Yajnik, Ashford, Springer, and Harvey (201 I ) calls for the need for empowerment of residents with the necessary knowledge on fire safety preparedness and change of attitudes and perception towards the same. In other words, residents should be educated on fire safety preparedness and accept to change their attitudes so as to practice the right fire safety preparedness guidelines effectively. Statement of the Problem The University of Ibadan is a foremost learning institution in Nigeria that accommodates staff in residential quarters. The institution has had its own share of fire disasters in staff quarters and the catastrophic consequences not only haye impacts on the victims but also on the institution's management. In the year 20I I , a junior staff quarter at Abadina was wrecked by fire and resulted in great loss of properties, in theyear 2009, a senior staff quarter was destroyed by fire at Wadie Martin Street in the University of Ibadan, while in September 2015, a senior staff quarter was also razed down by fire along Parry Road. Although no lives have been reportedly lost, the emotional trauma the disaster leaves on its victims is devastating and can consequently lead to depression, ill health or even death. Through observation, it has been noticed that most staff quarters have little capacity to handle fire emergencies. These houses do not have emergency exits, and also lack fixed installations like fire extinguishers, fire buckets, smoke detectors, automatic sprinklers. Some studies have been conducted on assessment of fire safety preparedness in schools and workplaces in countries like Kenya and Tanzania, little effort has however been seen from Nigeria, In the light of this, the objective of this study is to assess the fire safety preparedness among residential staff in the University of Ibadan aimed towards promoting safety in homes for national development. Methodology The research design for this study was descriptive survey, The population for this study consisted of staff residing in the staff quarters in the University of Ibadan, Ibadan. Multi stage sampling technique was used for the sampling procedure which consisted of one hundred and sixty nine ( 169) respondents. Total sampling technique was used in the staff quarters, i.e., all staff residential areas were used. A Proportionate sample of 4 0 % of the houses in each residential area was selected using systematic sampling technique. UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 Three instruments were used for data collection, the first instrument used was self developed observational checklist carried out through an observation schedule. The second instrument was a self developed questionnaire administered to staff residents in selected staff quarters. The third instrument was a structured interview which was administered to relevant principal officers representing the university management, such as the Commander of the University of Ibadan Fire Service Station and the Chairman of the Senior Staff Housing Unit of the University. To obtain the reliability of the instruments, the researcher employed test-retest method. The researcher administered the validated instruments on 20 students residing in student hostels in University of llorin who were not part of the actual study. The instrument was re-administered to the same group of respondents after 2 weeks to determine its reliability coefficient using Pearson Product Moment Coefficient which is 0.77. Result and Discussion of Findings Demographic information of respondents Distribution of respondents by age Table I : Distribution of staff respondents by Age Age Frequency Percentage < 25 years 32 18.9 26-35 years 63 37.3 46-55 years 45 26.6 56+ years 29 I7.2 Total 169 100.0 Distribution of respondents by gender Table 2: Distribution of staff respondents by Gender Gender Frequency Percentage Male 79 46.7 Female 90 53.3 Total 169 100.0 Distribution of respondents by cadre Table 3: Distribution of staff respondents by Cadre Cadre Frequency Percentage Academic staff 67 39.6 Non-academic staff 102 60.4 Total 169 100.0 Results Awareness of fire hazard Table 4: Residential staff awareness of fire hazards S/N Items Not Aw are A w are I Electrical faults I0 159 5.9% 94.1% 2 Cooking in rooms and not kitchen I0 159 5.9% 94.1 % 3 Use of gas cookers in kitchenette 2I 148 12.4% 87.6% 4 Careless smoking 14 155 8.3% 91.7% UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 5 Playing with flammable liquids and gases I9 150 I 1.2% 88.8% 6 Unsafe handling of flammable liquids and gases 12 157 7.1% 92.9% 7 Overloading with combustible materials 17 152 10.1% 89.9% 8 Use of candles 33 136 19.5% 80.5% 9 Decorating with combustibles materials 36 133 21.3% 78.7% I0 Use of boiling rings 33 136 19.5% 80.5% Table 5: Indication of level of awareness \IA= Not Aware; LA= Little Awareness; A =Aware; EA=Enough Awareness; VA=Very Aware S/N Items NA(0) LA (0 A(2) EA(3) VA(4) Mean S.D 1 Electrical faults 12 24 50 83 3.14 1.12 7.1 % 14.2% 29.6% 49.1 % 2 Careless smoking 10 6 21 55 77 3.08 1.12 5.9% 3.6% 12.4% 32.5% 45.6% 3 Cooking in rooms and not kitchenette 12 5 23 51 78 3.05 1.17 7.1 % 3.0% 13.6% 30.2% 46.2% 4 Unsafe handling of flammable liquids and 9 4 32 49 75 3.05 1.10 gases 5 .3% 2 .4% 18.9% 29.0% 44.4% 5 Playing with flammable liquids and gases 12 10 29 39 79 2.96 1.23 4 7.1 % 5.9% 17.2% 23.1% 46.7% 6 Overloadingwith combustible materials 15 2 36 45 71 2.92 1.22 8.9% 1.2% 21.3% 26.6% 42.0% 7 Use of gas cookers in kitchen 13 15 24 43 74 2.89 1.27 .' - . ___ | 7.7% 8 .9% 14.2% 25.4% 43.8% 8 Use of candles 17 22 20 36 74 2.76 1.39 10.1% 13.0% 1 1.8% 21.3% 43.8% 9 Use of boiling rings 22 13 14 57 63 2.75 1.37 13% 7.7% 8.3% 33.7% 37.3% ■10 Decorating with combustibles materials 25 23 24 37 60 2.50 1.46 14.2% 13.6% 14.2% 21.9% 35.5% Knowledge of fire prevention and control Table 6: Residential staff knowledge of fire prevention and control SD=Strongly Disagree; D = Disagree; A =Agree; SA=Strongly Agree S/N Items SD D A SA Mean S.D 1 Electrical faults should be repaired by a qualified 2 2 41 124 3.70 .55 electrician only 1.2% 1.2% 24.3% 73.4% 2 Children at home should also be educated on 3 3 36 127 3.70 .60 prevention and control of fire 1.8% 1.8% 21.3% 75.1% 3 Fire is a common type of accident in halls of 2 51 1 16 3.66 .54 residence and can be prevented through good 1.2% - 30.2% 68.6% housekeeping 4 Fire outbreak can be averted by having adequate 3 2 53 1 1 1 3.61 .61 knowledge of fire prevention 1.8% 1.2% 31.4% 65.7% UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) .ol. 2, No. 3, ISSN: 1119-3239 s All electrical sockets and equipment in halls of 2 3 55 109 3.60 .59 residence should be inspected regularly 1.2 % 1.8 % 32.5% 64.5% 6 Adequate precautions should be exercised in the 5 59 105 3.56 .65 handling, storage and disposal of matches and 3 .0% - 34.9% 62.1% other combustible materials which can cause fire ! 7 Smoking cigarette in bed is not safe as one can 9 I I 48 101 3.43 .84 sleep of while smoking 5 .3% 6.5% 28.4% 59.8% 8 it is advisable to dispose combustible waste in 6 5 79 79 3.37 .71 covered, airtight, metal containers 3.6% 3.0% 46.7% 46.7% 9 in order to prevent fire, gas cookers should not 6 26 74 63 3.15 .81 I be used in the kitchenette 3.6% 15.4% 43.8% 37.3% | I0 In the event of fire outbreak, I can only 24 62 6 1 22 2.48 .89 _____ conveniently operate a fire extinguisher 14 .2 % 36.7% 36.1% 13.0% Availability and adequacy of fire fighting equipment Table 7: Availability of fire fighting equipment in residential quarters S/N Items Not Available Available 1 Fire extinguisher 145 24 85.8% 14.2% 2 Sand bucket 161 8 95.3% 4.7% 3 Hose reel 167 2 98.8% 1.2% 4 Smoke alarm ' 159 10 94.1 % 5.9% 5 Automatic fire sprinkler 167 1.2 98.8% 1.2% 6 Fire blanket 158 11 ------- ---------L_________ 93.5% 6.5% Table 8: Response of residential staff on functionality of fire fighting equipment $D=Strongly Disagree; D = Disagree; A=Agree; SA=Strongly Agree________ S/N Items SD D A SA Mean S.D 1 Firefighting equipment should be placed in positions 3 “ 40 126 3.71 .56 where they are easily accessible 1.8% 23.7% 74.6% 2 Firefighting equipment should be in working conditions 3 42 124 3.70 • 66 : and be regularly inspected, maintained or replaced 1.8% _ 24.9% 73.4% 3 In the event of a fire outbreak, it 1 important to know the 3 " 45 121 3.68 .57 1 emergency number to dial offhand. 1.8% 26.6% 71.6% 4 Fire extinguishers, sand buckets, hose reels. Smoke 3 49 117 3.66 .58 r[ alarms, automatic sprinklers, fire blankets are firefighting 1.8% - 29.0% 69.2% I equipment necessary to be provided in halls of residence i Education and training Table 9: Response of residential staff on how to use any fire fighting equipment Frequency Percentage No 97 57.4 Yes 72 42.6 Total 169 100.0 UNIVERSITY OF IBADAN LIBRARY RESEARCH AND INNOVATION RC5R NATIONAL DEVELOPMENT (RIND) Vol. 2, No. 3, ISSN: 1119-3239 Table 10: Response of residential staff on training on the use of fire fighting equipment Frequency Percentage No 144 85.2 Yes 25 I4.8 Total 169 100.0 Construction of building with consideration of fire exit Table I I : Perception of residential staff on construction of building with consideration of fire exit SD = Strongly Disagree; D = Disagree; A=Agree; SA=Strongly Agree S/N Items SD D A SA Mean S.D I Residential buildings should be constructed in a way 5 30 134 4.53 .98 residents can easily escape fire 3.0% 17.8% 79.3% 2 Residential buildings should have emergency exits 5 “ 48 116 4.31 1.07 3.0% 28.4% 68.6% 3 Exits should be clear of obstructions at all times 8 5 51 105 4.12 1.21 4 .7% 3.0% 30.2% 62.1% 4 A personal and family emergency and evacuation 5 7 75 82 3.87 1.16 plan should be designed and made available to all 3 .0% 4.1% 44.4% 48.5% members of the family 5 Residential building facilities should not be designed 9 32 61 68 3.51 1.32 to lock in residents 5 .3% 18.3% 36.1% 40.7% 6 Windows and corridors in the house should serve as 27 61 46 35 2.73 1.33 emergency exits and should not be grilled(should 16.0% 36.1% 27.2% 20.7% have burglarproof) Fire safety plan/policy. Table 12: Response of residential staff on access to fire safety plan/policy Frequency Percentage No 144 85.2 Yes 25 14.8 Total u 169 100.0 Discussion of Findings On awareness of fire hazard, the results showed that residential staffs of the University of Ibadan are aware of fire hazards with electrical faults ranked as highest in level of awareness in the residential staff quarters. This result corresponds with the study done by Muindi 20 i 4 in an assessment of fire safety preparedness in Kenya Medical Training College campuses in Eastern Kenya Region where the most perceived fire hazard in the study areas was electrical faults by 90.8% of the respondents. The perception of electricity as the greatest fire hazard in a learning institution was also highlighted by respondents on an earlier study done in the University of Nairobi, Kenya in 2002 . On knowledge of fire prevention and control, the results showed that residential staffs of University of Ibadan have the knowledge of fire prevention and control. This is however in contrast with the study by Muindi 2014 in an assessment of fire safety preparedness in Kenya Medical Training College campuses in Eastern Kenya Region where only 48.2% of respondents had adequate knowledge of fire prevention and control. On availability and adequacy of fire fighting equipment/facilities, result showed that fire fighting equipment are largely not available in the staff residential quarters in University of Ibadan. The result above corresponds with the response of the Chairman of the Senior Staff Housing Unit, who confirmed in an interview that fire fighting UNIVERSITY OF IBADAN LIBRARY -^SEARCH AND INNOVATION FOR NATIONAL DEVELOPMENT (RIND) ol. 2. No. 3, ISSN: 1119-3239 equipment are not installed in residential quarters in University of Ibadan. On functionality of fire fighting equipment, the results indicated that residents agree that the fire fighting equipment should be functional and eccessible. This corresponds with the Occupational Safety and Health Act (OSHA) 2007 requirements which nates that all fire fighting devices should be in working condition, inspected and tagged annually by a licensed fire arotection services company. Dn education and training, the results indicated that 57.4% of residential staffs are not able to use any fire fighting equipment. This is in contrast with the study by Ogajo 2013 in a survey of Mitigation and preparedness in Kisumu aremises in Kenya where respondents were asked about their perception on the ability to operate fire equipment, 5 7 % respondents indicated that they were able while 4 3 % were not able. Results also showed 35.2% of residential staffs have not received any training on the use of fire fighting equipment. These results correspond with the study conducted by Muindi 2014 in Kenya Medical Training College campuses in Eastern