Browsing by Author "Isah, E. A."

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An analysis of computer literacy levels among pre-service teachers in the university of Ibadan Open Distance Learning (ODL) programme
(2016-03) Isah, E. A.; Odedoyin, M. A.
Teacher certification is a core concern for educational planners and employers of labour in Nigeria with the adoption of the National policy on education in 1981 that made the Nigeria Certificate in Education (NCE), least teaching qualification. Employers have sought ways of improving teacher qualifications while planners have sought ways of increasing teacher production to meet rising demands. Distance education adopted by the University of Ibadan utilizes Information Communication Technology (Computers, laptops, smartphones and the internet). Distance education adopts high computer literacy skills to ensure students competence in their studies. This paper investigated computer literacy levels among pre-service teachers in the University of Ibadan ODL using the survey research design. The study population consisted of students in the 8 Departments of the Faculty of Education involved in the ODL using the disproportionate stratified random sampling technique to select 500 respondents. A researcher developed instrument 'Pre-service Teachers Computer Literacy Level Assessment Questionnaire (PTCLLAQ r=0.85) was adopted for the study. Findings indicated that a significant positive relationship r=0.025; p<0.05 existed between computer literacy level and ODL programme at the University hence the study recommended that the centre should find ways to sustain the current trend.
Artificial intelligence, robotics and cybernetics in the emerging pedagogical dynamics for transformational change in Nigeria universities
(Higher Education Research and Policy Network, 2022) Isah, E. A.
Attaining sustainable development through poverty alleviation, higher education management and business environment strategies in Nigeria
(Nigeria Association for Educational Administration and Planning, Ibadan, 2008) Isah, E. A.; Erwat, E. A.; Fabunmi, M.
Sustainable development is an all inclusive concept which is a function of several factors. Factors that assist sustainable development is higher productivity that increases economic growth rapidly. Where sustainable development is on going, the standard of living in such countries is very high hence most countries desire it. Certain factors aid sustainable development, these include education which provides the necessary skills to increase productivity, poverty alleviation as a factor will empower the people towards increasing the national capital stock, and a good business environment will determine the level of investment in such an economy. This study investigated the concepts of poverty alleviation, higher education management and business environment. It gave the conceptual definitions of the three variables and highlighted indices of under development that showed high population, low productivity, mono export economy and economies dependent on primary production. The tripartite issues in higher education of funding, autonomy and access to education were also discussed. Policy options and solutions were provided at the end of the study.
Curriculum development and implementation
(Rex and Patrick Limited, Book Smith House, Nimo, Anambra State., 2014) Isah, E. A.
Education and youth re-orientation: a panacea for lasting peace in Nigeria’s Niger Delta region
(Serials Publications, New Delhi, India, 2009-06) Isah, E. A.; Babayemi, B. A.
The Niger Delta region of Nigeria has been a hot bed of political and economic agitations in the last 10 years. Though the agitations which began in 1966 by late Major Adaka Boro has in the last decade assumed wider significant dimensions which threatens the peaceful coexistence of the One hundred and fifty million Nigerian that live in the entity called Nigeria. The causes of agitation is traceable to the availability of rich oil and gas deposits in the Niger Delta region accounting for almost 90% of Nigeria’s gross total foreign exchange earnings in the last four decades. Despite the abundance of these resources, the region has felt marginalized and requested for a fair share of the nations resources. The military with its totalitarian nature in previous Nigerian governments have often scuttled every attempt for legitimate agitation. The advent of Democracy in Nigeria in 1999 resurfaced the struggle for resource control in the region. This paper reviews the cause of the Niger Delta struggle seen as political marginalization, social deprivation and economic exploitation in a federating environment. Solutions featuring political solutions, economic evolution and social regeneration of the region have been recommended. Useful suggestions to educational planners have been provided.
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.
Entrepreneurship, ICT and change as pathways to global relevance for Nigerian graduates
(University of Calabar Press, Calabar, Nigeria, 2016) Isah, E. A.
Establishing management information systems in Nigerian secondary schools
(Department of Educational Management, University of Ibadan, Ibadan, 2014) Isah, E. A.
Facilitating effective management of classroom learning in Nigerian school
(Nigerian Association for Educational Administration and Planning (NAEAP) in Association with CODAT Publications, 2011) Onuka, A. O. U.; Isah, E. A.
Learning takes place with cooperation between teachers and learners using established norms. Certain variables have been identified as contributory to effective teaching and learning in Nigerian schools among which are; teaching materials that include knowledge generation and its utilisation, pedagoogical principles that include teacher preparation, infrastructural provision and development involving school plant creation, classroom creation, class size and general management of the classroom. Classroom management has peculiar challenges in the present dispensation. The study gives an overview of knowledge creation znd its management, learning principles and general thoeries of learning. It investigates challenges and causes of poor classroom learning of include; inadequate teacher preparation, inadequate instructional materials for effective classroom instruction in schools, uncooperative ethnic divergences on the perception of education, poverty that induces absenteesim and indiscipline in schools, unfriendly educational policies orchestrated by forces of ethnicism, nepotism, poor leadership and corruption. Other challenges include increasing dissatisfaction with the returns to education. Solutions advocated include; sensitization of stakeholders on the need to educated citizens and see internal education as a product that must be jointly funded by private and public sector, increas in training and retraining of staff (teachers) to meet present needs of the school system, class size, pupil/teacher ratios, infrastructural provision etc. Perspectives of 21st century effective classroom management are examined.
Facilitating secondary school teachers records keeping capacity through ICT resources utilisation in Ogun State, Nigeria
(2020-05) Isah, E. A.; Oluwabori, S. K.
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.
Facilitating security in Nigerian secondary schools in a period of national economic recession
(2017-01) Isah, E. A.; Ishola, O. S.
The problem of insecurity in Nigeria has assumed a high dimension in the years after 2009. Insecurity has brought in its wake a new national trend where everybody feels insecured. In the Post-civil war years in Nigeria, the vogue was armed robbery but in recent years due to perceived bad governance, leadership ineptitude, corruption and greed, issues as ethnic militias, militancy and their allies have filled out the landscape. To this effect, the educational sector is not spared. Several schools have been attacked by militants in recent years and times. Other vices very common in Nigerian schools now include kidnapping for ransom, abductions and outright assassinations after collecting ransom. This paper examined the concept of insecurity as well as its origin and spread in Nigeria tracing the types of insecurity experienced in other lands with the hope of proffering solutions to our threatened existence and the erosion of our core values. The study further looked at the challenges confronting the attempt to solve the problem of insecurity and finally provided a pathway that will facilitate the eradication of insecurity in Nigeria.
Generating information for academic planning in Nigerian universities
(Department of Educational Management, University of Ibadan, Ibadan, 2011-01) Isah, E. A.; Fabunmi, M.
This investigation looked at the generation of information for academic planning purposes in universities in Nigeria, especially first and second generation universities. The paper reviewed literature extensively on the meaning of information and came up to examine whether the information generated in Nigerian universities were adequate. The investigation adopted the survey research design drawing its population from the Directors of Academic Planning and Information Technology, academic staff and students in seven out of the thirteen universities that constitute first and second generation universities in Nigeria. A total of 7,160 respondents were interviewed for the project. Two research questions and two hypotheses were raised. The T - tests was used to test hypothesis one at 0.05 level of significance and tested significant that information generation varied between first and second generation universities in Nigeria. ANOVA was used to test the relative contribution of each university to information generation that also tested significant at P< 0.05. A Post Hoc Analysis was carried out to test the relative contribution of each university. The study observed that factors accounting for variation in the levels of information generation included age of university, social and environmental insecurity making the attraction of high level technical personal difficult, poor information infrastructure and poor funding. The study recommended the adoption of university friendly policies to ameliorate the problems.
ICT factors and lecturers' productivity in public colleges of education in the new normal
(Higher Educational Research and Policy Network, Kampala International University, Uganda, 2021-06) Isah, E. A.; Ayeni, F. C.
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.
Improving the utilisation of ICT, social networking in the academic community of the University of Ibadan, Nigeria
(Department of Educational Management, University of Ilorin, Ilorin, Nigeria, 2017) Isah, E. A.
The problems with Information and Communications Technology [ICT] have received scholars' attention over time. ICT has continued to attract attention as new trends evolved with one of such being the Social Network Media with capacity of linking like minds in divers places together for a common purpose. Despite internet challenges across Africa, modern Internet Service Providers (ISP)s have enabled most academics (lecturers and students) access it. Emerging social network media presents a platform and veritable tool for lecturers- students interaction in academic communities. This study investigated access and utilization of social network media/services for academic purposes in the University of Ibadan. The study formulated 5 research questions adopting the survey to elicit responses from an instrument titled 'Social Networking and the University of Ibadan Questionnaire' (SNUIQ -'r'=0.89). The multi stage sampling procedure was used to select respondents totaling 523 made up of faculty members and students. SNUIQ is subdivided into 3 sections with section A eliciting responses on demographic details, Section B, techniques of Social Networking and section C on the Utilization of Social Networking. Findings were presented using descriptive statistics as frequency counts, charts and graphs that indicated that over 60% of the academic community had awareness of the use of Social Networks. 68% use more of Twitter and Instagram while above 65% do not use SNM for academic interaction. It was suggested that the university should ensure that Social networks are developed to help academic activities.
Information availability for educational management in Nigerian universities: options for reforms
(2012-12) Isah, E. A.; Fabunmi, M.; Emunemu, B. O.
Information has been recognized as an essential ingredient in educational management. It has been observed that most studies focus on information generation with the assumption of its availability once generated, hence this study investigated the availability of information for educational management in Nigerian Universities. The study investigated Information Communication Technology (ICT) equipment availability among stakeholders (lecturers and students) in universities, copiously examining databases, websites/web portals, Local Area Networks (LAN) and Wide Area Networks (WAN) availability. A total of 7,160 respondents representing 11% of total population were drawn from first and second generation universities that cut across the six geo-political zones of Nigeria. Two researcher-designed instruments titled 'Information Availability and Management of Education in Nigerian Universities Questionnaire (IAMENUQ) I and II that yielded ‘r’ -0.602 and 'r-0.76' were used to elicit responses after due validation. While all independent variables recorded 100% availability, LAN recorded 72% deficiency and unavailability. It was further observed that a significant relationship existed between Information Availability (IA) and Educational Management (EM) at r-0.260 and r-0.443 when p<0.05 respectively in Nigerian universities. Information availability cannot be overlooked when implementing educational programmes in tertiary institutions. Policy makers are therefore implored to plan information resources adequately to enhance its good availability and utilization.
Integrating information communication technology (ICT) into secondary school teaching process in Nigeria
(Department of Educational Management, University of Ilorin, Ilorin, Nigeria, 2018) Isah, E. A.; Dairo, G. O.; Oke, T. T.
The problem of Information and Communication Technology (ICT) teaching, availability, utilization, evaluation and policy implementation among public secondary schools is new in Nigeria has been a subject of concern to stakeholders. Nigeria joining the global ICT scramble has formulated policies that ensures ICT an examinable subject at the Senior Secondary School level in Nigeria. The process of implementing this new policy is of interest to this study which investigated the integration of ICT teaching into Nigerian secondary schools teaching process. The survey research design which drew four research questions and two hypotheses was adopted. The total population consisted of secondary schools in Oyo state with Ibadan North Local Government Area sampled. Simple random sampling technique was adopted to select 15 out of the 47 secondary schools and 172 teachers as respondents. An instrument titled 'ICT integration and teaching process Questionnaire' (ICTYTQ r=0.61) was validated by colleagues in the Faculty of Education of the University of Ibadan. Findings indicated that a significant relationship existed between Availability of ICT resources and ICT teaching process with r-0.0118;p<0.05 while Teacher quality and students learning outcome in ICT teaching process did not give a significant result r=0.089;p<0.05. The study recommended that more ICT teacher specialist be recruited and also there should be provision of in-service and refresher courses for serving teachers.
Management of teacher development programmes, productivity and students' academic performance in secondary schools in Oyo State, Nigeria
(2012-12) Emunemu, B. O.; Oyekan, O. A.; Isah, E. A.
This study investigated management of teacher development programmes, productivity and students' academic performance among secondary school students in Oyo State, Nigeria. It adopted the survey research design that cut across 2 Local Government Areas [LGAs] of Oyo State (rural and urban) with a total population of 14,663 teachers and 967 Principals from 967 secondary schools. A researcher-developed questionnaire that yielded Y -0.92 using the method of split half was adopted. The multi stage sampling procedure was adopted to select 30 secondary schools and 300 teachers inclusive of Principals. Two research questions and 3 hypotheses guided the study. Findings included that a significant relationship existed between teacher development programmes and teacher job performance (r=0.166, p<0.05). An insignificant relationship existed between teacher development programmes and students academic performance. The study recommended that teachers should be exposed to more development programmes that must be planned with the learner in focus. Teacher development programmes should be more regular than they are presently.
Managerial competencies and teachers effectiveness in computer studies teaching in Ibadan metropolitan secondary schools, Oyo State, Nigeria
(Department of Educational Management, Faculty of Education, Lagos State University, Ojo- Lagos, Nigeria, 2016-03) Isah, E. A.; Ajamobe, J. O.
This study investigated managerial competencies of public secondary schools computer studies teachers in Ibadan metropolis of Oyo state, Nigeria. The descriptive survey research design of the ex-post facto type was adopted using the multi-stage sampling procedure to select one hundred and eighty-five (185) senior secondary school students and computer studies teachers in thirty-seven (37) secondary schools within Ibadan metropolis of Oyo State. Two researcher designed questionnaires titled “Computer Teachers Managerial Competencies Questionnaire (CTMCQ) 1 and 2” were used to gather data. The instruments were divided into three sections each. The validity of each instrument was ensured by experts in the Department of Educational Management, University of Ibadan, while the reliability of the instrument was established through a trial test that adopted the Crombach Alpha statistic with the split half method. The reliability coefficient of “r ” =0.710 was obtained. The data collected were analyzed using, simple descriptive statistics as frequency counts, percentages, mean, standard deviation and Pearson's Product-Moment Correlation infrential statistics. The hypothesis formulated for the study was tested and the result found significant r=0.059;p<0.05.The study affirmed that a positive correlation exists between managerial competencies and teachers' effectiveness in computer studies teaching in secondary school in Ibadan, metropolis, Oyo State, Nigeria. The study recommended that ICT teachers especially those with ten years and above work experience should be retrained so as to ensure effective ICT teaching in our educational system.
Managing climate change studies in the Nigerian educational system
(2010) Onuka, A. O. U; Adeyemi, S. A; Isah, E. A.
The paper proposed the management of climate change studies in the Nigerian education system. It observed that though climate change has been an issue of global discourse for quite a long time; Nigeria appeared not to have taken appropriate policy measures (including climate change eudaction) to manage its negative impact on the nation. The paper reviewed global trends in combating and negative impacts of climate change. Nigeria must respond to the change in climate by introducing relevant policies including studies in climate to educate the populace on its adverse impact and how the public and private sectors can cooperate to fight the negative impact of the scourage. The paper further discussed the challenges confronting climate change management in Nigeria that includes: illiteracy of the populace, mass poverty of Nigerians, poor planning by government to manage the adverse effect of climate change, poor implementation of environmental laws and plans, unwillingness to adopt change strategy and failure to understand the effect of climate change. The paper concluded that Nigeria needs to address these challenges, by introducing at least a curriculum on climate change to respectively educate and prepare the nation on climate change, to control and manage its negative impact frontally. The proposed curriculum should address the change with respect to its effect on the educational, natural, health, political, social and economic areas of our national life. Finally the paper suggested that a climate change commission be establish to formulate and implement policy for mass eduaction of the populace through public enlightenment as well providing funds for the control and management of climate change in Nigeria.
Managing Ibadan municipal secondary schools in periods of increasing national insecurity to educational institutions, Oyo State, Nigeria
(University of Port Harcourt Press Ltd, University of Port Harcourt Port Harcourt, Nigeria, 2013-09) Isah, E. A.
The problem of insecurity to educational institution has attracted the attention of stakeholders in recent years hence this study investigated insecurity in Ibadan Municipal schools. Specifically, the study investigated the state of facilities in public and private secondary schools. The survey research design of the 'ex post facto' type was adopted that covered a population of principals, teachers and students. 3 Local Government Areas [LGA]s -Ibadan North, Ibadan Northeast and Egbeda LGAs were selected for the study using the Multi stage sampling procedure to select 56 schools with 112 principals and teachers at each level of selection. Three instruments namely Oyo State Secondary Schools Security Instrument Questionnaire (OSSSSIQ)l, 2 and 3 were adopted to elicit responses from respondents. The instrument was validated by colleagues in the Department of Educational Management of the Faculty of Education and test construction experts in the Institute of Education of the University of Ibadan. A reliability coefficient of ‘r=0.82’ was obtained in a trial test. 3 research questions and 3 hypotheses guided the study. Findings showed that a significant difference existed between the items (infrastructure, environment and personal) security in the 2 types of institutions (public and private) with [t(54)=3.123;p<0.05). Also, a significant difference could not be established between security awareness, insecurity avoidance and security defence between public and private secondary institutions in Oyo state with [t(76)=-0.835:p<0.05). Mean of Private schools stood at (m=1.43, sd = 0.480) while the same for public schools stood at (m=1.43 and sd=0.500). Finally the result established that r2 = 0.000. In essence, no proportion of the dependent variable can be explained by the independent variable which is not significant with r=0.97;p<0.05. It is recommended that more training should be carried out for teachers and students on security.