Browsing by Author "Fabunmi, S. O."

Now showing 1 - 2 of 2

Deviant behaviors in library use: a case study of three universities in Nigeria
(2014) Ikuomola, A. D.; Okunola, R. A.; Fabunmi, S. O.
Research on library deviance in Nigeria has largely relied on librarians’ accounts, which often portray students as “deviants” and libraries as “victims”. However, a holistic account should incorporate narratives from both students and librarians in the analysis of deviant behaviors in library utilization. Some common trends of deviance and the implication on library utility in selected universities were discovered through observations and interviews. The study reveals a gap in the security of students’ personal belongings, inadequate electricity supply, and a wide range of deviant behaviors associated with the use of information and communication technologies (ICT) in the library. The impact of these lapses thus put much pressure on both librarians and student users. The study recommends proper funding of libraries to enable the adoption of a 21st Century Library Model, which guarantees a variety of spatial and safety arrangements in curbing the menace of deviants in library utilization.
Effectiveness of computer-based instructional technologies in an African university: policy implications for university education in Nigeria
(Department of Adult Education, University of Ibadan, Ibadan, 2008-06) Fabunmi, M.; Ayene-Neku, A.; Isah, E. A.; Fabunmi, S. O.
In Nigeria, university authorities appear not to lay adequate emphasis on the application of computer information technologies to teaching. The needed equipment is not often available. Most lecturers do not have the needed computer skills. This study, therefore, investigated the extent to which computer-based instructional technologies could enhance teaching and learning effectiveness with a view to making recommendations to policy makers and university authorities in the country on the need to provide and use Computer-Based Instructional Technologies (CBIT) to teach in at universities. The study adopted survey research design and used the multi-stage sampling procedure to select six out of thirteen faculties and 300 out of 1,156 lecturers at the University of Ibadan, Nigeria. A questionnaire was developed for data collection. The multiple regressions were used to analyze data, using a 0.05 level of significance. Result revealed that the application of Computer-Based Instructional Technologies to teaching contributed significantly to teaching effectiveness.