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Utilisation of information and communication technologies in distance learning programmes in Southwest, Nigeria
(2012-06) Junaid, I. O.; Onuka, A. O. U.
Distance Learning programmes would simply become impossible tasks without information and communication technologies (ICTs) as well as internet based instructional strategies. These programmes are characterized by learner- centredness, life-long learning, independent learning and recognition of prior learning. Although, the University of Ibadan Distance Learning Centre (UIDLC) is well known for the use of ICTs, more advanced technologies are not prevalent feature of the programmes. This study therefore assessed the level of utilisation of ICTs and internet facilities in the University of Ibadan Distance Learning programmes with respect to their availability and adequacy. The Input- Process- Output evaluation model was employed to guide the study. A sample of 200 participants, selected through multistage sampling procedure was involved in the study. Three research questions guided the study. One validated instrument was used to collect data and its reliability index was 0.86. Data was analyzed using frequency counts and percentages. In terms of availability, usability and adequacy of Information and Communication Technologies: Radio programme service 147(73.5%); Overhead projector 105(52.5%); Video tapes 147(73.5%); Audio tapes 119(59.5%);Computers 145(72.5%); Internet facilities 175(87.5%) and Electronic board 118(59%) were available and in use in the programme, while Interactive television programme service 13(6.5%); Fibre optics 59(29.5%) and Electricity supply were in short supply in the programme. The distance learning institution (UIDLC) is striving to make use of ICTs and Internet facilities on its programmes. However, impact of ICTs goes wider than just the structure and presentation of courses, it must also aim at improving teaching-learning resources, staff capacity development, learner support services, and increase the number of courses available to prospective candidates in order to position distance education in Nigeria for global competitiveness.
Manpower development: a veritable tool for industrial harmony and societal development
(2009-08) Onuka, A. O. U.; Junaid, I. O.
This paper is a study on the linkages among the terms: manpower development, industrial harmony and societal development. It gives brief synopsis of each and outlines how they can be made to work together to engender industrial harmony and both corporate organizational and national development. The paper concludes that meaningful manpower development would necessarily lead to industrial harmony. This will make room for both corporate organizational and national development resulting in the development the entire society in cyclic manner. It illustrates this conclusion with the results of a study on ten companies to verify how they work together and found that implication of manpower development is meaningful organizational, macro national and the resultant societal development.
Effective time management for teaching effectiveness
(2008) Onuka, A. O. U.; Onyene, V.; Junaid, I. O.
This paper discusses the essence of time management arid its positive effect on teaming Inland subsequently on learning. Samples were selected in two phases of the study viz: a the outset when 31 schools were selected in Ibadan City and after phase one of the study when the most effective teacher-time-manager and the least-effective-teacher-time manager were v identified. Thirty students each from these classes were randomly selected and used a: the pretest -posttest experimental/control groups design to confirm or confound the resul s of jilone. Findings include: effective-time management resulted in effective and learning if Teachers were to be effective time managers they must minimize social activities and |devote more time preparation, good time management engenders improved student performance etc. Recommendations were that to assist teachers to manage their time better, they should be well remunerated; teachers should reduce their social activities to the b irest minimum; they should the business more seriously among others.
Influence of feedback mechanism on students’ performance in economics in Kogi State, Nigeria
(Distance Learning Centre, University of Ibadan, Ibadan, 2007) Onuka, A. O. U.; Junaid, I. O.
This paper discusses formative or developmental evaluation whose results, when used as feedback mechanism, would lead to improvement of students’ academic performance at the secondary school level. Two questions were asked on the use and influence of feedback mechanism on students academic. performance. A ten-tern checklist was used to find answers to the questions, while 20 teachers were interviewed on the subject of the investigation. The data were collected from continuous assessment as well as the Senior School Certificate Examination result of two sessions (1999-2001). The data were analysed using frequency counts and using percentages. Correlation statistic was also used to answer the hypothesis so postulated for the purpose of the study. The performance in economics by students was found to have improved appreciably. Some recommendations were made for effective use of feedback mechanism for better results in secondary schools. They include adequate funding the encouragement of frequent use of formative evaluation to provide feedback on students’ performance; it was also recommended that organization of seminars on formative evaluation and feedback for teachers among others be undertaken at regular intervals.
Management manpower development: a vehicle for national development
(2004) Onuka, A. O. U.
"This study discusses the essence of management development as a national policy. No meaningful national development can take place without an appropriate management in place. This can be evolved through the installation and implementation of an enduring management development (training). This is because all the resources for national development and, indeed, for sectoral development are mobilized, organized, controlled, utilized and monitored by the manager. While management is an everyday phenomenon, the manager must acquire the skill, knowledge and competence through systematic management development programme. This study distinguishes management development from national development by discussing each of them in detail. It also makes distinction between training and development, stating that the former is a sub-set of the latter, and emphasizes that the differences lie in the fact that one has a duration, while the other is of continuous nature. While training may have a definite period, development is continuous training that dovetails from one form into another. The study fully examines the na ture of management and its relevance to national development. Thus, management development is a vehicle for realizing national development. Introduction"
Programme evaluation: a mangement education programme perspective
(Educational Planning Unit, Department of Educational Management, University of Ibadan., 2006-02) Onuka, A. O. U.
This paper discusses the importance of management education as a potent means of human resource development. It also stresses the importance of evaluation as no one does exist and continue his existence without constantly doing one form of evaluation or the other. Thus evaluation of a management education programme cannot be overlooked if it were to satisfactorily achieve its goal, as its evaluation would constantly helps to put it on track. The type of management education programme to be evolved depends largely on the needs assessment of either an organization or a nation. Evaluation is the method of determining needs assessment. Thus evaluation precedes a management programme and also succeeds it. There are several methods of evaluation among which are antecedents, transactions and outcomes model, context, input, process and product, and discrepancy evaluation models. However, the antecedents, transactions and outcomes model was employed in this study. Recommendations include: more durable courses should be devised;' sectoral management education institutions should avoid involvement in general management programmes. Every course should be certificated to attract more entrants. Admission requirements be streamlined among others.
Total quality management: a technic for improved student achievement
(Nigerian Library Association, Oyo state Chapter, 2003) Onuka, A. O. U.
Total quality management (TQM) as a concept of management could be applied in any organisation including the school system. The goal of this study is to determine whether TQM was being practised in the system and the extent to which its practice in the school system has effected positively on students achievement.n THe core concepts of TQM were interpretativley tranlated into a check list to collect data for the purpose and a simple questionnaire for the study was thus also designed to elicit relevant information from the students. IT was discovered that TQM was practiced in the sampled schools. It practice invariably involved the student in decision-making leading to improvement in students acheivement. he following recommendations were made: its practice should be improved upon to further enhace improved students performance, more schools should use it and all stakeholders should be invloved in school management, and seminars on its improtance should be held regularly for all stakeholders in the sector to make its practice more effective and thus further improve student achievement.
Stakeholders' perception of fund sourcing and utilization in Nigerian public universities
(2012) Onuka, A. O. U.
Funding of public utilities or sector programmes in Nigeria has been acknowledged as an endemic problem almost defying any solution, more so, in the face of privatisation of public sector projects. This paper examined how stakeholders in the Nigerian university public system. Relevant questions were raised and answered. Two public universities in Oyo state: one federal and one state owned were used in the study. Fund Sourcing and Utilisation in Nigerian Public Universities Stakelholder' Instrument (FSUNSI) to collect the data and these were analyzed using both descriptive and inferential statistics. Results were that there were leakages in spending funds in public universities in spite of the fact that financial resources made available by the proprietors were obviously inadequate, due to the fact that the system was not as transparent as it should be . Management and other stakeholder have different perceptions to a large extent. It was also obvious that the federally owned university was better managed financially, compared to its state counterpart. Stakeholders thus proffered that the financial expenditure model which can be transparently monitored by all stakeholders both within and without the system.
Language education as a means of educational accountability
(Department of Teacher Education, University of Ibadan, Ibadan, 2002) Onuka, A. O. U.
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.

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