DEPARTMENT OF TEACHER EDUCATION
Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/470
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Item COVID-19-induced concerns and graduate students’ motivation for programme completion in a Nigerian university(2023) Itasanmi, S. A.; Ajani, O. A.; Oni, M. T.This study examined the impact of COVID-19-induced concerns regarding health, finance and learning on graduate students’ motivation for programme completion in Nigeria. A quantitative research method using survey approach was adopted for the study. The study utilized an online survey to gather data from 1846 graduate students from a purposively selected university in Nigeria. A model was proposed to serve as a framework for the analysis of the data collected. The model consisted of four constructs: health concerns, financial concerns, learning concerns and motivation for programme completion. A Partial Least Square- Structural Equation Modeling (PLS-SEM) technique in WarpPLS 7.0 was used for data analysis. Results revealed amongst others that the COVID-19-induced health concerns positively and significantly impacted graduate students’ motivation for programme completion. Additionally, the financial concerns related to the pandemic had a negative significant impact on graduate students’ motivation for programme completion. Further, the study found that COVID-19-induced concerns regarding health influenced graduate students’ concerns regarding finance. Similarly, COVID-19-induced concerns regarding finance significantly influenced graduate students’ learning concerns. Hence, the study suggested that university administrators and other stakeholders should assist graduate students with various forms of financial empowerment schemes, student loans and scholarships that could cushion the effect of the financial fallout of the pandemic on the graduate students and mitigate against possible dropout of the graduate students from graduate studiesItem Academic staff’s motivation for online teaching in Nigerian universities: empirical evidence from the University of Ibadan(2022-07) Itasanmi, S. A.; Oni, M. T.; Ekpenyong, V. O.; Ajani, O. A.; Omorinkoba, O. G.This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching. It was further revealed that most of the academic staff feel motivated to teach online. However, erratic power supply, work overload, and limited knowledge of e-learning stand as major hindrances to online teaching adoption among academic staff. This study has discovered the need for Nigerian university managements to vigorously embark on capacity building of academic staff for online teaching. This will help them to cultivate or enhance basic information and communication technology skills and other essential competencies needed to manage online learning environments