FACULTY OF EDUCATION

Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/264

Browse

Subject: search.filters.subject.Nigerian universities

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    ICT literacy among undergraduates in Nigerian universities
    (Springer, 2011) Adetimirin, A. E.
    The purpose of this study was to investigate the availability, use of Information and Communication Technology and the ICT literacy skills of undergraduates in seven Nigerian universities. The descriptive survey research design was adopted and seven universities were selected based on distribution of ownership of university. Four faculties were purposively selected with a study population of 8,497. Random sampling procedure was employed using a sampling percentage of 20% to give a sample size of 1,702. Results revealed that computer, telephone and the Internet were the three ICT mostly used by the undergraduates, although more on an occasional basis. The undergraduates in the state universities (BSU and IMSU) were found to have poor ICT literacy skills in the use of the three ICT with over 25%, while those with average ICT literacy skills were in the federal universities (ABU and UNIMAID). Three major factors affecting the ICT literacy of the undergraduates were identified as irregular power supply, inadequate ICT and limited duration of the use of the ICT. For increased ICT literacy of undergraduates, the university administrators must introduce courses on ICT competency to all students especially first year students and encourage all lecturers to use ICT for teaching and learning. The article contains original work carried out on the ICT literacy competencies of undergraduates in selected Nigerian universities and the result would be useful to library staff and university administrators.
  • Thumbnail Image
    Item
    Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities
    (Sage Publications, 2019) Akinde, T. A.; Adetimirin, A. E.
    This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.
  • Thumbnail Image
    Item
    PRODUCTION COSTS, LEVELS OF SUBSIDIES AND PRICING IN NIGERIAN UNIVERSITIES, 2000 TO 2006
    (2012-06) OSASONA, OLAGBEMI
    Access to higher education, in relation to the production cost, is a key policy issue in Nigeria. To realise the high developmental impact of higher education on the country, a good understanding of how higher education price is affected by production cost and subsidy is necessary. Previous studies have analysed pricing in federal universities without considering its relationship to production cost and subsidies. This study, therefore, investigated the extent to which production cost and subsidy affect pricing in higher education in Nigeria. The study adopted the survey research design of ex-post facto type. Ten federal, seven state and three private universities were purposively sampled. Out of 2000 students selected through stratified random sampling method, 1000 were from the federal universities while 700 and 300 were from state and private universities respectively. Two instruments were used for data collection - Student Questionnaire on Pricing and Subsidy (r=0.84) for students; and the Nigerian University Expenditure, Revenue and Student Enrolment Questionnaire (r=0.75) used on the 20 Bursars, 20 Registrars, 20 Directors of Academic Planning, and 20 Directors of Works of the twenty sampled universities. Supplementary information was also collected from the National Universities Commission (NUC), Abuja. Five research questions were answered and three hypotheses tested. Descriptive Statistics, t-test, Multiple Regression and Analysis of Variance were employed for data analysis. There were significant differences in production costs among the three classified universities (F(2,18) = 29.59, p < 0.05). Federal universities had an average production cost of N119,421 between years 2000 and 2006 while the corresponding figures for state and private universities stood at N45,845 and N248,849 respectively. Significant differences were also found in the level of subsidy in the universities (F(2,18)=8.935, p<0.05). Subsidy was highest in the federal universities and was in the ratio of 57:45:10 among the federal, state and private universities respectively. The students‘ perceived level of subsidy was about half of what was found in these universities. Cost and subsidy had positive joint UNIVERSITY OF IBADAN LIBRARY v correlation with price (R=0.97). Cost (β=0.93) made higher contribution to price than subsidy (β=-0.30). Price was inelastic with respect to production cost (ε=0.82) and subsidy (ε=-0.36). The coefficients showed that higher education prices were more responsive to changes in production cost than subsidy, suggesting that changes in production cost caused higher changes in price than changes in subsidy. Production cost was directly related to price. Subsidy was however inversely related to price but its size was not big enough to cause a reduction in price. Increasing the quantum of subsidies employed will therefore result in price reduction and consequently increase student enrolment. Thus, government should enhance private sector participation through tax-deductable subsidies to reduce prices. NUC should also resuscitate its publications of Annual Review and Annual Report to improve access to information on universities by researchers. Key words: Education production cost, Education subsidies, Education pricing, Higher education, Nigerian universities. Word count: 495