scholarly works

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Influence of institutional policy factors on learners' academic achievement in two distance learning institutions in Nigeria
(2019) Muibi, T. G.
This study examined the influence of institutional policy factors (learners' support services, course material development, information communication technology', staff capacity development, quality assurance and feed back method) on learners' academic achievement in two distance learning institutions in the Southwestern Nigeria. The study was anchored on Kember's system model, while the descriptive survey design was adopted. The National Open University of Nigeria (NOUN) and Distance Learning Centre (DLC), University of Ibadan that are foremost distance learning institutions are purposively selected. The proportional to size sampling technique was adopted in selecting 10.0% of learners across 200 to 500 cohorts in the two institutions: NOUN -1,120 and DLC - 636. Learner Support Services (r-0.86). Course Material Development (r=0.84), Information Communication Technology(r=0.83), Staff Capacity Development( r=0.80), Quality Assurance(r=0.78), Feedback Method(r=0.75) questionnaires and students' cumulative grade performance were used for data collection. Data were analysed using descriptive statistics and Pearson Product Moment Correlation Coefficient at 0.05 level of significance. Learners' support services (r=0.67), course materials (r=0.63), information communication technology (r=0.65). staff capacity development (r=0.39). quality assurance (r=0.31) and feedback method (r=0.35) had positive significant correlations with learners' academic achievement. Learners' support services, course material development, information communication technology, staff capacity development, quality assurance and feedback method policies contributed to learners' academic achievement in distance learning institutions in the Southwestern Nigeria. The management and staff of distance teaming institutions should ensure effective implementation of these policies in order to assist and improve learners' academic achievement.
Institutional policy factors and learners' academic achievement in two open distance learning institutions in Nigeria
(Department of Adult Education, University of Ibadan, Ibadan, 2021-06) Muibi, T. G.
The paper examined the influence of institutional policy factors on learners' academic achievement in National Open University of Nigeria (NOUN) and Distance Learning Centre (DLC), University of Ibadan. The institutional policy factors used for the study were learner supports services, course material development, information communication technology, staff capacity development, quality assurance and feedback method while learners' academic achievement was measured based on cumulative grade performance average records. The population comprised distance learners of 200 to 500 cohorts in the institution with sample size: NOUN -1,120 and DLC – 636. The instrument used for data collection was an Adapted Course Experience Questionnaire Scales developed by graduate careers Australia 2009 of Learner Support Services (r=0.86), Course Material Development ( r=0.84) , Informa t ion Communication Technology(r=0.83), Staff Capacity Development (r=0.80), Quality Assurance(r=0.78), Feedback Method(r=0.75). Data obtained were analysed through descriptive statistics and Multiple regression analysis at 0.05 level of significance. The findings of the study revealed that the Institutional policies significantly influenced students' academic achievement (F(6.1388) =499.75;R2 =0.68), and jointly accounted for 68.2% of its variance. Based on the findings, it was recommended that the management and staff of distance learning institutions should ensure effective implementation of these policies inorder to assist and improve learners' academic achievement. This paper, therefore, concluded that it is pertinent to note that the institutional policy factors implemented by the two institutions to a large extent played significant role in learners' academic achievement.
Promoting secondary school students’ academic achievement in economics using think-pair-share and reciprocal instructional strategies in Lagos, State, Nigeria
(Faculty of Social Sciences, Lagos State University, Lagos, 2015-12) Ajitoni, S. O.; Gbadamosi, T. V.
This study determined the effects of Think Pair Share and Reciprocal Instructional strategies and moderating effect of students' learning styles on academic achievement of students in Economics. The results showed that there was a significant main effect of treatment on achievement (F(2.163) = 10.428; P < 0.05, partial η2 = 0.113); learning style had no significant main effect (F(1.163) = .759, P >.05, partial η2 = .05); instructional strategy> and learning styles had no significant interaction effect (F(2.163) = .616. P >.05, partial η2 = .008) on students' academic achievement in Economics. The major finding of this study was that both think-pair-share and reciprocal instructional strategies were more effective than the conventional instructional strategy in facilitating students' achievement in Economics. The study implies that effective teaching of Economics depends largely on mode of instruction. It is, therefore, recommended that, both think-pair-share and reciprocal instructional strategies should be employed in the teaching of Economics in Secondary school: pre-service and in- service teachers should be trained on effective use of the Two strategies, among others.