dissertation topics on educational administration in nigeria

Thesis and Dissertation for the Department of Educational Management

Permanent uri for this collection, recent submissions.

• Item POLICY CHANGE IMPLEMENTATION STRATEGIES AND GOAL ACHIEVEMENT IN TECHNICAL COLLEGES IN SOUTH- WEST, NIGERIA ( UNIVERSITY OF ILORIN , 2018 ) ADEWALE, Sulaimon Show more Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria. The objectives were to examine: (i) the level of principals’ and teachers’ awareness of TVET policy changes; (ii) principals’ adoption of TVET policy implementation strategies as stated in policy documents;(iii) the resource availability to develop skills in technical colleges; (iv) the extent of principals’ achievement of TVET goals in technical colleges in South-west Nigeria; and (v) the relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria. The research was a correlational survey type. It adopted a multi-stage sampling technique. Stratified sampling technique was used to select state-owned technical colleges. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 teachers were sampled. Six researcher-designed instruments were used for data collection. These were two content-validated questionnaires entitled Policy Change Implementation Strategies Questionnaire (PCISQ), Goal Achievement in TVET Questionnaire (GATVETQ) with reliability coefficients of 0.68 and 0.81 respectively; Students’ Academic Performance Inventory in NABTEB, Resource Availability Checklist (RAC), Skills Acquisition Observation Checklist (SAOC) and unstructured interview. Percentage, means and rank order were used to answer the research questions, while linear Multiple Regression Analysis and Pearson’s Product Moment Correlation statistics were used to test the hypotheses at 0.05 significance level. The findings of the study were that: i) principals (96 %) and teachers (98.8 %) were highly aware of policy changes in TVET; ii) principals did not fully adopt TVET policy implementation strategies as stated in the policy document (funding = 1.96; counselling = 2.19; staff capacity building = 2.47); iii) resources were available but were inadequate to train students to acquire relevant skills in most colleges (180, 47%). iv) TVET goals have not been fully achieved in technical colleges in South-west, Nigeria (manpower production =52%, entrepreneurial skills development =33%, practical skills acquisition = 62.3%); and v) there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217). The study concluded that inability to fully adopt TVET policy change implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. Based on the findings, it was recommended, that principals should make efforts to reach out to the alumni, public-spirited philanthropists, Government, and Non-governmental organisations to assist in the provision of training resources for students. Show more
• Item LABOUR MARKET CORE SKILLS REQUIREMENTS AND UNIVERSITY GRADUATE SOFT SKILLS COMPETENCE IN NORTH-WEST, NIGERIA ( UNIVERSITY OF ILORIN , 2018 ) ADEDEJI, Israel Olusegun Show more One of the challenges facing university graduates is unemployability. This is because university graduates have generally been described as poorly-trained and are deficient in employability skills. This study investigated labour market core skills requirements and university graduate soft skills competence in North-west, Nigeria. The objectives of the study were to: A correlational research design was adopted for the study. Purposive sampling technique was used to select four states for the study. Purposive sampling technique was used to select 306 out of 1,212 top management staff from educational, commercial, science and technology industries in the Selected States (Zamfara, Jigawa, Katsina and Kaduna). The instrument used for the study was a validated researcher-designed questionnaire with a test re-test reliability index of 0.89. Descriptive statistics of percentage and mean scores were used to analyse the demographic data of the participants and to answer the research questions, while Pearson Product-Moment Correlation statistic was used to test the hypotheses at 0.05 level of significance. The findings of the study were that: i. employers of labour (in public and private sectors): required university graduates from different areas of specialisations, most especially from Science and Technology more than Education, Social Sciences and Arts (36.6%); required university graduates with 1st class honours in few cases while in most cases required graduates with 2nd class upper, 2nd class lower division and third class (30.7%); also, required university graduates with 5-9 years of work-related experiences (37.9%) than the others; ii. the soft skills competence levels of university graduates in communication, analytical and entrepreneurial skills were low with mean scores of 1.86, 1.81 and 1.71, respectively; while basic computer and interpersonal skills were moderate (mean scores = 2.18 and 2.12, respectively); and, iii. there was a significant relationship between labour market core skills requirements and universi This study concluded that university graduates soft skills competence level in North-west was low and the implication of this is that the Nigerian universities needed to focus more on developing graduates soft skills. This study recommended that more emphasis should be placed on the soft skills competence of graduates and the curricular content of every area of specialisation should be reviewed to be more activity-based in meeting the skills required by employers of labour. Show more
• Item INSTITUTIONAL POLICY IMPLEMENTATION AND LECTURERS' READINESS TOWARDS ADOPTION OF LEARNING MANAGEMENT SYSTEM IN SOUTH-WEST UNIVERSITIES, NIGERIA ( UNIVERSITY OF ILORIN , 2017-11 ) JIMOH, Taibat Bolanle Show more Learning Management System (LMS), a component of Information and Communication Technology (ICT) has brought changes into most aspects of the education system. This has rendered the existing teaching principles and methods unsuitable for the achievement of the educational objectives. Therefore, there is need for new orientation in teaching and learning. This research was carried out to examine lecturers’ readiness and institutional policy implementation towards adoption of LMS as part of their ICT utilization in universities in the South-west, Nigeria. The objectives of the study were to: (i) investigate the level of ICT policy implementation with respect to adoption of LMS; (ii) determine the adequacy of facilities provided for adoption of LMS in the institutions; (iii) examine lecturers’ perceived self-efficacy in the use of LMS; (iv) examine the readiness of lecturers towards using LMS in the institutions; and (v) examine the influence of gender, age and ICT skill on lecturers’ readiness to adopt LMS. The study adopted a mixed method research design involving cross-sectional survey and in-depth interview. A multi-stage sampling technique was used to select 538 out of 6,252 lecturers and five ICT Directors from six universities for the study out of the 15 government-owned universities in the South-west, Nigeria. The research instruments used for the study were validated researcher-designed questionnaire and structured interview guide entitled “Institutional Policy Implementation and Lecturers’ Readiness on LMS Adoption Questionnaire” (IPILRLMSAQ) and “Interview Questions on Institutional Policy Implementation and LMS Adoption” (IQIPIALMSA), respectively. The reliability coefficient of the IPILRLMSAQ was 0.8. Seven research que-stions were answered and six hypotheses were tested in the study. The data collected were analyzed using descriptive and inferential statistics at 0.5 level of significance. The findings of the study were that: i. ICT policy implementation in institutions with regards to LMS adoption were at its infancy stage as a result of inconsistent framework, non-functional ICT policy, inadequate funding and lack of adequate training and retraining on LMS; ii. the ICT facilities provided were adequate with the least mean value of 3.81; iii. the lecturers indicated a moderate level of perceived self-efficacy with least mean value of 3.87; iv. lecturers’ readiness towards using LMS in the universities is positive (b = 0.539, p < 0.05); and v. there was no significant difference in the lecturers’ readiness to use LMS based on gender, age and ICT skills (male = 4.0261, female = 4.0278; young = 3.97; old =4.02; skilled 3.96; unskilled 4.21 respectively). The study concluded that implementation of institutional policy on ICT and lecturers' readiness could guarantee successful adoption of LMS in the Nigerian universities. The study recommended that there should be consistent framework, functional ICT policy implementation on LMS and adequate funding in Nigerian universities. Also, there should be adequate training and retraining for lecturers on LMS to enhance their job performance in the universities. Show more
• Item ENTREPRENEURSHIP CURRICULUM IMPLEMENTATION, TOTAL QUALITY MANAGEMENT STRATEGY AND STUDENTS’ SKILLS UTILIZATION IN PUBLIC SENIOR SECONDARY SCHOOLS, SOUTH-WEST, NIGERIA ( UNIVERSITY OF ILORIN , 2018 ) FASANMI, Eunice Apeke Show more Apparently, the world is presently undergoing major transformations. Entrepreneurship curriculum implementation has been identified as part of the transformational measures towards ensuring the socio-economic empowerment of the nation’s youths and her technological development. Thus, this study investigated the relationship among entrepreneurship curriculum implementation (ECI), Total Quality Management Strategy (TQMS) and Students’ Skills Utilization (SSU) in Public Senior Secondary Schools (PSSS) in South-west, Nigeria. The main objectives were to examine the: (i) level of implementation of the 34 entrepreneurship subjects in PSSS in South-west, Nigeria; (ii) level of availability of entrepreneurship infrastructural facilities; (iii) practical skills students have acquired through products and services made; (iv) relationship between availability of entrepreneurship subject instructional materials and students’ academic performance, and (v) relationship among. ECI, TQMS and SSU. The study adopted a descriptive survey of correlational type. The population comprised 13,225 participants from the 2,645 PSSS in South-west, Nigeria. The sample size was 1,690 comprising one principal, one vice-principal (Academic), one HOD (Entrepreneurship) and two entrepreneurship subject teachers from each selected 338 out of 2,645 PSSS using purposive sampling technique and Krejeie Morgan Table respectively. Three instruments: “Entrepreneurship Curriculum Implementation and Students’ Skills Utilization Checklist” (ECISSUC), “Total Quality Management Strategy Questionnaire” (TQMSQ) and “Students’ Academic Achievement Proforma” (SAAP, WAEC standardized format), were used to collect relevant data. The instruments were content validated by five experts.The reliabilities of ECISSUC and TQMSQ were established using Pearson’s Product-Moment Correlation (PPMC) statistics with coefficients 0.62 and 0.65, respectively. Ten research questions were raised and answered using percentages while the main and operational hypotheses were tested using Stepwise Multiple Regression and PPMC statistics at .05 alpha level. The findings of the study were that: i) the level of implementation of the 34 entrepreneurship subjects in PSSS was rated very low by participants 71.9%; ii) the level of availability of infrastructural facilities in PSSS in South-west, Nigeria was rated very low with the mean score of 1.28 below the cut off mean score of 1.50; iii) the practical skills students acquired as shown through product produced was low (39.1%); iv) a significant, low but positive relationship existed between availability of entrepreneurship subject instructional materials and students’ academic performance (r = 0.318; p < .05); and v) There was significant relationship among ECI, TQMS and SSU -- ECI & TQMS (r=0.621; p<.05), ECI and SSU (r=0.556; p<.05), TQMS and SSU (r=0.536; p<.05). The study concluded that there was a strong positive relationship among ECI, TQMS and SSU in PSSS in South-west, Nigeria. The implication of these findings is that adequate knowledge and effective utilization of TQMS would facilitate ECI for SSU in PSSS in South-west, Nigeria. It was recommended that Ministry of Education and curriculum planners should include TQMS in their various training workshops and seminars to sensitize all PSSS stakeholders on TQMS issues and make ample provisions for infrastructural facilities and instructional materials. Show more
• Item ADMINISTRATORS’ LEADERSHIP SKILLS, MANAGEMENT SUPPORT SERVICES AND UNIVERSITY PRODUCTIVITY IN NORTH-CENTRAL NIGERIA ( UNIVERSITY OF ILORIN , 2018-04 ) SALLEE, Kikelomo Wasilah Show more Managing universities for improved productivity and overall growth and development of the nation requires administrators with appropriate leadership skills and adequate management support services. However, these requirements are perceived to be lacking, resulting in low educational output. Although previous studies have examined some factors that improve university productivity index, enough attention has not been paid to administrators’ leadership skills (ALS) and management support services (MSS). This study therefore investigated the relationship among administrators’ leadership skills, management support services and university productivity in North-central, Nigeria. The objectives of the study were to: (i) examine the level of leadership skills of university administrators (human, technical and conceptual); (ii) examine the adequacy of management support services (staff development, research and welfare); and (iii) determine the relationship among administrators’ leadership skills, management support services and university productivity (teaching, research and community service). A causal-correlation survey research design was used for the study. Multistage sampling technique was used to select five out of seven federal universities, 380 out of 1058 university administrators, 382 out of 5053 non-teaching staff, 383 out of 4259 lecturers, 383 out of 101, 821 students and 251 out of 658 beneficiaries of university community service programmes. Five validated researcher-designed instruments entitled Staff Assessment of Administrators’ Leadership Skill Questionnaire (SAALSQ), Administrators’ Assessment of Adequacy of Management Support Services Questionnaire (AAAMAAQ), Lecturers’ Assessment of Research Productivity Questionnaire (LARPQ), Students’ Assessment of Teaching Productivity Questionnaire (SATPQ) and Beneficiaries’ Assessment of University Community Service Programmes Questionnaire (BAUCSPQ) were used for data collection. Reliability co-efficients of the instruments determined through test-retest method were 0.78, 0.76, 0.72, 0.64 and 0.68 respectively. Descriptive statistics were used to answer the research questions, while Pearson Product Moment Correlation statistics and Multiple Regression Analysis were used to test the hypotheses at 0.05 alpha level. The findings of the study were that: i. administrators’ human, technical and conceptual skills were fairly adequate with mean values of 1.55, 1.14 and 0.97 respectively; ii. research, staff development and welfare support services were adequate with mean values of 4.47, 4.40 and 3.71 respectively; iii. MSS and ALS combined are significantly related to university teaching productivity with (B=0.937, Se 0.017, tc=54.33>tt=1.69 and B=0.058, Se=0.0.017, tc=3.36>tt=1.69; Fc=76.55), iv. MSS and ALS combined are significantly related to university research productivity (B=0.47, Se= 0.05, tc=9.33>tt=1,69 and B=0.31, Se=0.36, tc=6.13>tt=1.69; Fc=751.97); and v. MSS and ALS did not have significant relationship with community service productivity (F=3.525, p>0.05). The study concluded that administrators’ leadership skills and management support services are predictors of university productivity in North-central, Nigeria. The implication is that if university administrators’ leadership skills and management support services are adequate, university productivity will improve. The study therefore recommended that universities should increase ALS and MSS to improve university productivity, especially community service productivity. Show more
• Item FUNDING AND SCHOOL DEVELOPMENT PROGRAMMES AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN NORTH-CENTRAL NIGERIA ( UNIVERSITY OF ILORIN , 2018 ) SAGAYA, Abiodun Amudalatu Show more Education is a yardstick to measure socio-economic, cultural, skill acquisition and technological development. Secondary school education is important because it is a bridge between basic and tertiary education. Inadequate funds and poor implementation of school development programmes were factors affecting students’ academic performance in North-central Nigeria. Thus, this study therefore investigated the relationships among funding, school development programmes and secondary school students’ academic performance. The objectives were to: (i) determine the sources of funding secondary school education; (ii) investigate how the funds allocated are utilised; (iii) identify various development programmes in secondary schools; (iv) examine the level of the implementation of the school development programmes (v) examine the level of students’ academic performance; and (vi) determine the relationships that existed between funding, school development programmes and students’ academic performance in North-central Nigeria. The research was a correlational descriptive survey. The population comprised all the 1,582 secondary school principals in North-central Nigeria. Purposive sampling technique was used to select three (50%) out of the six states. The target population was 844 secondary school principals, while stratified sampling technique was used to select 196, 169 and 152 principals, respectively from the three states, making a total sample of 517 principals. Purposive sampling technique was used to select six project officers from the three states Ministry of Education. A total number of 341,425 students’ results from 2011 to 2015 were used to determine students’ academic performance. A researcher-designed questionnaire, checklist and result proforma were employed to collect relevant data. The questionnaire was validated by four experts and reliability coefficient of 0.89 was obtained. The data collected was analysed using percentage, graph, mean ranking, multiple regression and Pearson Product-Moment correlation statistic at 0.05 level of significance. The findings were that: i. main source of funding secondary education came from the budgetary allocation of the state (98.53%); ii. fund utilised on secondary school education was 98.04% recurrent and 32.24% capital expenditure, respectively; iii. school development programmes available were Teacher Development Programme (45.3%), Student Exchange Development Programme (0.8%), Student Welfare Services Development Programme (26.8%), Infrastructural Development Programme (12.7%) and School Renovation Programme (14.4%); iv. implementation of school development programmes was moderate with the mean score of 2.67; v. students’ academic performance was average with 65.5% of the students having 5 credit passes including English Language and Mathematics; and vi. there was a positive but low significant relationship among funding, school development programmes and students’ academic performance in North-central Nigeria ( F (2,461) = 53.532, p ˂ 0.05) The study concluded among others that state budgetary allocation was the main source of funding secondary education; that fund utilized on school development programmes was below average; and that students’ academic performance was average. The implication is that, to enhance student’s academic performance, there is the need for full release of approved funds and adequate implementation of school development programmes. The study therefore recommended a full release of funds allocated to secondary school education and an effective implementation of school development programmes to enhance students’ academic performance. Show more
• Item FUNDING, INTERNAL EFFICIENCY AND GOAL ACHIEVEMENT OF UNIVERSITY EDUCATION IN NORTH CENTRAL, NIGERIA ( UNIVERSITY OF ILORIN , 2018-07 ) OTTAN, Jamiu Olatunji Show more Funding inadequacy of university education in Nigeria has contributed to the production of graduates who could not impact positively the economic and social development of the nation. Thus, this study set out to investigate funding, internal efficiency and goal achievement of university education in North-central Nigeria. The objectives of the study were to: (i) identify sources of university education funding; (ii) investigate adequacy of funds released to universities; (iii) examine provision of physical facilities, capacity building programmes for lecturers, ICT tools, mentorship and lecturers’ welfare services; (iv) determine wastage and graduation rates; (v) determine the relationship between university funding and goal achievement; (vi) determine the relationship between internal efficiency and goal achievement; and (vii) determine the relationship among funding, internal efficiency and goal achievement of university education in North-central Nigeria. The study adopted a descriptive research design of correlation type. The population comprised all seven federal universities in North-central Nigeria. This is because they had the same funding policy. Five of these institutions that had the required data to measure internal efficiency were purposively chosen. Four faculties were randomly selected in each of the institutions. Stratified random sampling technique was used to select 1076 lecturers out of the 2404 lecturers in the institutions. Funding and Internal Efficiency Questionnaire (FIEQ); Goal Achievement Questionnaire (GAQ); Resource Availability Check-lists (RAC) and Student’s Academic Performance Proforma (SAPP) were the instruments used for data collection. The questionnaires were content-validated and reliability coefficients of 0.87 and 0.72 for FIEQ and GAQ, respectively were obtained. Descriptive statistics of percentage and mean score were used to answer the research questions, while multiple regression analysis and Pearson’s Product Moment Correlation statistics were used to test the hypotheses at 0.05 significance level. The findings of the study were that: i. Federal universities relied heavily on monthly subvention and administrative charges as sources of funding; ii. funds released for university education in Nigeria were not adequate as the gap between proposed budget and funds released from year 2011 and 2015 ranged between 26% and 39%; iii. provision of funds for physical facilities, capacity building programmes, ICT tools, mentorship, and lecturers’ welfare services were fair in the institutions (mean scores of 3.03, 3.24, 3.32, 3.16 and 3.29 respectively); iv. in the institutions, student academic wastages were very low (5%) while graduation rates were very high (95%); v. significant relationship existed between university funding and goal achievement (r = 0.34, p ˂ 0.05); vi. significant relationship existed between internal efficiency and university goal achievement (r = 0.47, p ˂ 0.05); and vii. significant relationship existed among funding, internal efficiency and university goal achievement (R2 = 0.032, p ˂ 0.05). The study concluded that funding of university was inadequate. This had led to low level of internal efficiency in achieving university goals in the study area. It was recommended, that there should be improved funding from all stakeholders for adequate provision of resources while the universities should improve on their internal revenue generation drive. Show more
• Item CONCEPTIONS OF ALGEBRA HELD BY SENIOR SECONDARY SCHOOL STUDENTS IN KWARA STATE, NIGERIA ( UNIVERSITY OF ILORIN , 2020 ) MUSA, Rafiat Adejumoke Show more Algebra in Mathematics deals with the use of letters and signs to represent numbers and values. It also involves equations, which can be solved using graphical method. Students do perform poorly in solving problems involving quadratic equations by graphical method as contained in the chief examiners report. This could be attributed to factors such as lack of understanding and inadequate interpretation as conceived. This study, therefore, investigated the conceptions of quadratic graph held by Senior Secondary School students in Kwara State, Nigeria. The objectives of this study were to: (i) find out the conceptions of quadratic graph held by Senior Secondary School students; (ii) determine the proportion of Senior Secondary School students with correct conceptions, alternative conceptions and misconceptions of quadratic graph; (iii) determine the influence of gender on students’ conceptions of quadratic graph in algebra; (iv) determine the influence of score level on students’ conceptions of quadratic graph in algebra; and, (v) examine the influence of subject combination on students’ conceptions of quadratic graph in algebra. The study adopted a descriptive research method of the survey type. The population was all Senior School students offering Mathematics in Kwara State, while the target population was all SS 2 students offering Mathematics in the State. The sample for the study was 1,200 SS II students. The Algebra Conceptions Test (ACT) was used as the instrument. The Pearson Product Moment Correlation coefficient was used to determine the reliability of the instrument, giving a value of 0.76. The research questions were answered using the percentage, while the hypotheses were tested using Chi-square, at 0.05 level of significance. The findings of the study were that: (i) correct conceptions, alternative conceptions and misconceptions of quadratic graphs existed among Senior Secondary School students in Kwara State, Nigeria; (ii) the proportion of students with correct conceptions, alternative conceptions and misconceptions of quadratic graph in algebra were 25.7%, 30.3% and 44.0%, respectively; (iii) there was a significant difference in the conceptions of quadratic graph held by male and female Senior Secondary School students: ( (2) = 6.386; p<0.05), in favour of the male students; (iv) there was a significant difference in the conceptions of quadratic graph in algebra held by Senior Secondary School students based on score levels: ( (4) = l68.210; p<0.05), in favour of the high scoring students; and xiv (v) there was a significant difference in the Senior Secondary School students’ conceptions of quadratic graph in algebra based on subject combination ( (4) = 95.788; p<0.05), in favour of the science students. The study, therefore, concluded that a low percentage (25.7%) of the Senior Secondary School students held correct conceptions of quadratic graph; gender, score level of students and subject combination influenced students’ conceptions of quadratic graph in algebra. The implication of this result is that a high proportion of Senior Secondary School students (44.0%) held misconception of quadratic graph in algebra. It was, thus, recommended that teachers should employ innovative teaching strategies that facilitate students’ correct conceptions, and remediate their alternative conceptions and misconceptions. Show more
• Item EFFECTS OF MODELLING CLAY AND DEMONSTRATION KIT ON SENIOR SCHOOL STUDENTS’ PERFORMANCE IN CELL DIVISION IN OMU-ARAN, NIGERIA ( UNIVERSITY OF ILORIN , 2020 ) ADEOYE, Gabriel Ademakinwa Show more Cell division, the most important life process for the perpetuation of species, has been identified in literature as a hard-to-teach and hard-to-learn Biology concept. Study technology principles such as modelling clay and demonstration kit has been documented to be effective in enhancing students‟ performances. Therefore, this study investigated the effects of modelling clay and demonstration kit on Senior School students‟ performance in cell division. The objectives were to: (i) determine the difference in the performance of students that learnt cell division with modelling clay, demonstration kit, and conventional method; (ii) examine the effects of modelling clay and demonstration kit on the performance of students based on gender; (iii) investigate the effects of modelling clay on the performance of students based on cognitive styles and score levels; (iv) explore the effects of demonstration kit on the performance of students based on cognitive styles and score levels; and (v) establish the interaction effects among treatment, gender, cognitive styles and score levels. The quasi-experimental, non-randomized, pre-test, post-test control group design was adopted. The population was all Senior School students offering Biology in Omu-Aran, Nigeria while the sample comprised 213 Senior School II students from three purposively selected government schools in Omu-Aran, Nigeria. The stimulus instruments used were Cell Division Course Guide and Research Assistant Training Guide while the test instruments were Cell Division Performance Test (CDPT) and Group Embedded Figure Test (GEFT). The reliability coefficients of the CDPT and GEFT were 0.83 and 0.87 respectively, using Pearson Product Moment Correlation statistics. Data were analysed using t-test and Analysis of Covariance at 0.05 level of significance. The findings of the study were that: i. a significant difference existed in the performance of students that learnt cell division with modelling clay, demonstration kit and the conventional teaching method (F(2, 209) = 90.59, p < 0.05); ii. there was no significant difference in the effects of modelling clay and demonstration kit on the performance of students based on gender; iii. there was no significant difference in the effects of modelling clay on the performance of students based on cognitive styles and score levels; iv. a significant difference existed in the performance of students that learnt cell division using demonstration kit based on cognitive styles (F(2, 62) = 3.55, p = 0.03) and score levels (F(2, 62) = 9.58, p < 0.05), respectively; and v. there was no significant interaction of treatment and gender, treatment and cognitive styles. However, interaction existed between treatment and students score levels (F(4, 203) = 6.18, p < 0.05). The study concluded that modelling clay and demonstration kit improved students‟ performance in cell division. This implies that the use of modelling clay and demonstration kit can significantly enhance students‟ understanding of the life processes taking place in the cell and by extension other biological processes. The study recommended that biology teachers and students should embrace the use of modelling clay and demonstration kit for effective teaching and learning of cell division. Show more
• Item ENTREPRENEURSHIP EDUCATION, COMMUNITY PARTNERSHIP AND UNIVERSITY GOAL ACHIEVEMENT IN NORTH-CENTRAL NIGERIA ( UNIVERSITY OF ILORIN , 2021-06 ) OLADEJOBI, Janet Oluwakemi Show more Entrepreneurship education and community partnership have become trending issues which raised deep concern among educational stakeholders. Hence, transformational management strategies that could enhance effective entrepreneurship education and community partnership become imperative for actualization of university goal. The study examined entrepreneurship education, community partnership and university goal achievement in North-central Nigeria. The objectives of the study were to: (i) examine the level of entrepreneurship education in North-central, Nigeria; (ii) investigate the level of community partnership in North-central, Nigeria; (iii) determine the level of university goal achievement in North-central, Nigeria; (iv) examine the relationship between entrepreneurial attitude and university goal achievement in North-Central Nigeria; and (v) determine the relationship between community resource alliance and university goal achievement in North-Central Nigeria. Descriptive research design of correlation type was adopted in carrying out the study. The study population comprised 58,610 students and 74 policy makers and community stakeholders from six states and Federal Capital Territory in North-central Nigeria. Purposive sampling technique was used to select eight out of the 23 Universities, while stratified sampling technique was employed to select 1,424 students and 58 policy makers and the community stakeholders respectively in North-central Nigeria. Three sets of research questionnaires were used: “University Entrepreneurship Education Questionnaire (UEEQ), University Community Partnership Questionnaire (UCPQ) and University Goal Achievement Questionnaire (UGAQ)”. Also, semi-structured interview and observation were used with the aid of coding, thematic processing of observation notes and video-recording to present inductive and deductive reasoning of the qualitative research findings. The instruments were validated with reliability coefficients of 0.71, 0.82 and 0.68 for UEEQ, UCPQ and UGAQ respectively. The semi-structured interview and observation methods were analysed using mean score, whereas the hypotheses were analysed using Pearson‟s correlation statistics at 0.05 level of significance. The benchmark for determining the level of entrepreneurship education, community partnership and university goal achievement were high with mean scores of 2.83-3.11, 3.24-3.32 and 3.21-3.32 respectively. The findings of the study were that: i. the level of entrepreneurships education was high with a mean score of 3.11; ii. the level of community partnership was high with a mean score of 3.32; iii. the level of university goal achievement was high, with a mean score of 3.21; iv. there was a positive significant relationship between entrepreneurial attitude and university goal achievement (r=0.32, p<0.05); and v. there was a positive significant relationship between community resource alliance and university goal achievement (r=0.056, p<0.05) The study concluded that entrepreneurship education and community partnership were desirable for accomplishing university goal. The implication of the study is that functional entrepreneurship training management and genuine community collaboration would address the challenges that are associated with graduate unemployment. The study recommended that entrepreneurship education training programme (EETP) be reviewed periodically in line with best global practices. Show more
• Item LECTURER COMPENSATION, JOB COMMITMENT AND GOAL ACHIEVEMENT IN STATE COLLEGES OF EDUCATION, NORTH-CENTRAL NIGERIA ( UNIVERSITY OF ILORIN , 2020-03 ) SULYMAN, Kamaldeen Olohundare Show more Compensation of lecturers which serves as a basis for their job commitment and consequently leads to goal achievement of the State Colleges of Education, North-central Nigeria has been found to be at the low ebb. Hence, this study examined lecturer compensation, job commitment and goal achievement in the State Colleges of Education, North-central Nigeria. The objectives of the study were to: (i) investigate the level of compensation provided to the lecturers; (ii) assess the level of lecturers’ commitment to the job; (iii) determine the level of goal achievement; and (iv) examine the relationship between salary and lecturers’ job commitment. The study adopted a descriptive research design of correlation type. The population of the study comprised 2,015 lecturers in all the 10 State Colleges of Education, 2,602 Principals and 13,643 Head Teachers in all the public Basic Schools respectively in North-central Nigeria. Random sampling technique was used to select three (Kwara, Kogi and Niger) out of the seven states in the Geopolitical Zone while purposive sampling technique was used to select all the six State Colleges of Education in the sampled states. Proportional sampling technique was used to select 289 out of the 1,144 in the selected Colleges of Education, 299 out of the 1,331 Principals and 363 out of the 6,589 head teachers of basic schools in the selected states. Lecturer Compensation Questionnaire (LCQ), Job Commitment Questionnaire (JCQ) and Goal Achievement Questionnaire (GAQ) were used to collect data for the study. The LCQ, JCQ and GAQ were validated with reliability coefficients of 0.72, 0.78 and 0.90 respectively. Of the 951 copies of the questionnaire administered, 777 were completed and used for analysis. Mean, Standard Deviation and Pearson Product Moment Correlation Coefficient (PPMCC) were used to analyse the data at 0.05 level of significance. The benchmark (mean scores) for determining the level of lecturer compensation, job commitment and goal achievement was 1.00-2.44, low; 2.45-3.44, average; 3.45-4.44, high and 4.45-5.00, very high. The findings of the study were that: i. the level of compensation provided to lecturers was low (X ̅ = 2.12); ii. the level of lecturers’ commitment to the job was average (X ̅ = 2.68); iii. the level of goal achievement was average (X ̅ = 2.55); and iv. there was a significant relationship between salary and lecturers’ job commitment (r = .586, p<0.05). The study concluded that adequate compensation contributes to the enhancement of lecturers’ job commitment which would consequently facilitate actualisation of institutional goals in the State Colleges of Education, North-central Nigeria. The implication of the study is that if lecturers are well compensated, it would enhance their job commitment and consequently lead to goal achievement. The study recommended that state governments should intensify their efforts by paying more attention to lecturer compensation through the prompt and adequate payment of salary, timely promotion, provision of affordable health services and improved training opportunities. Show more
• Item COMPENSATION, WORKPLACE BEHAVIOUR AND PERSONNEL JOB PERFORMANCE IN MINISTRIES OF EDUCATION IN NORTH- CENTRAL STATES, NIGERIA ( UNIVERSITY OF ILORIN , 2021-06 ) AYINDE, Yusuf Adisa Show more Compensation of employees and workplace behavior are very important tools which determine the quality of the output or overall performance of the organisation. Hence, the study examined the relationship among compensation, workplace behaviour and personnel job performance in Ministries of Education in North Central States, Nigeria. Specifically, the study assessed:(i) the level of compensation provided to the staff; (ii) the level of workplace behaviour; (iii) the level of job personnel job performance; (iv) the relationship between salary and personnel job performance; (v) the relationship between promotion and personnel job performance; (vi) the relationship between heath service and personnel job performance; (vii) the relationship between punctuality and personnel job performance; and (viii) the relationship between teamwork and personnel job performance. The study was a descriptive research design of correlation type while multi-stage sampling technique was used for the study in the order of ministry of education and respondents. Random sampling technique was used to select three states (Kwara, Nasarawa and Niger) out of the six states in the Geo-political Zone while random sampling technique was used to select all the three state Ministries of Education in these states. Random sampling technique was used to select 503 staff out of the 878 in the selected states ministries of education, and 145 principal officials (Directors, Assistant and Deputy Directors) out of the 243 in the selected states which constitutes 60%. The choice of the sample population was based on the submission of Olaitan and Nwoke (2014) who stated that if the population is a few thousand, a 60% or more sample will do. “Compensation Questionnaire” (CQ), Workplace Behaviour Questionnaire” (WPQ) and “Personnel Job Performance Questionnaire” (PJPQ) were used to collect data for the study. The instruments were validated by the experts and also tested for reliability. The reliability coefficients realised for CQ, WPQ and PJPQ were .67, .75 and .86 respectively. Research questions were answered using Mean and Standard Deviation while main and operational hypotheses were tested using Multiple Regression and Pearson product-moment correlation statistics respectively at .05 level of significance. The findings of the study revealed that: i. compensation provided to the staff was low (X ̅ = 1.81); ii. level of workplace behaviour was low (X ̅ = 2.25); iii. level of personnel job performance was low (X ̅ = 1.92); iv. there was a significant relationship among compensation, workplace behaviour and personnel job performance (p<.05); The study concluded that effective compensation and workplace behavior play significant role in enhancing personnel job performance which would consequently facilitate realisation of institutional goals in Ministries of Education in North Central States, Nigeria. Based on the findings and conclusion, the study recommended that, state governments should intensify their efforts by paying more attention to staff compensation through the prompt and attractive payment of salary, timely promotion, provision of affordable health services and improved training opportunities and also ensure that staff maintain workplace behavior through strict implementation of staff code of conduct and ensure that appropriate sanctions are carried out on the defaulters. Show more
• Item TEACHERS’ CITIZENSHIP BEHAVIOUR, COLLECTIVE EFFICACY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN NORTH-CENTRAL NIGERIA ( UNIVERSITY OF ILORIN , 2021-02 ) YUSUF, Laro Ibrahim Show more Citizenship behaviour and collective efficacy which could influence students’ academic performance has been a major concern to educational stakeholders. Although, several studies have examined factors influencing students’ academic performance, the extent to which teachers’ citizenship behaviour and collective efficacy could influence students’ academic performance seem yet to be so determined. Hence, this study examined teacher citizenship behaviour, collective efficacy and students’ academic performance in public secondary schools in North-central Nigeria. The objectives of the study were to (i) determine the level of teacher citizenship behaviour; (ii) investigate the level of collective efficacy; (iii) assess the level of students’ academic performance; and (iv) examine the relationship between teachers’ benevolence and students’ academic performance. The study adopted descriptive research design of correlational type. The population of this study comprised 2,114 principals and 5,728 vice principals in all the public senior secondary schools in the North-central Nigeria. The target population comprised 977 principals and 2,454 vice principals in the sampled States. Random sampling technique was used to select three (Kwara, Kogi & Nassarawa) out of the six states in the geopolitical zone. Proportional sample procedure was used to select 112 out the 394 principals and 141 out of the 1,038 vice principals in Kwara State, 81 out of the 285 principals and 98 out of the 720 vice principals in Kogi State and 84 out of the 298 principals and 95 out of the 696 vice principals in Nassarawa State. Teachers’ Citizenship Behaviour Questionnaire (TCBQ), Collective Efficacy Questionnaire (CEQ) and Students’ Academic Performance Proforma (SAPP) were used to collect data for the study. The TCBQ and CEQ were with reliability coefficients of 0.78 and 0.84 respectively. Mean, Standard Deviation and Pearson Product-Moment Correlation Statistic were used to analyse the data at 0.05 level of significance. The benchmark (mean scores) for determining the level of teachers’ citizenship behaviour and collective efficacy was 1.00-1.99, low; 2.00-2.99, moderate and 3.00-4.00, High. Also, the benchmark for determining the level of students’ academic performance was 1.00-33.03, low; 33.04-66.06, average and 66.07-100, High. The findings of the study were that: i. the level of teachers’ citizenship behaviour was high (X ̅ = 3.15); ii. the level of collective efficacy was high (X ̅ = 3.15); iii. the level of students’ academic performance was average (X ̅ = 50.82); and iv. there was significant relationship among teachers’ citizenship behaviour, collective efficacy and students’ academic performance (f = 3.882, p<0.05). The study concluded that, effective teachers’ citizenship behaviour and collective efficacy helped to improve students’ academic performance in public senior secondary schools in North-central Nigeria. The implication of this study is that, if teachers’ citizenship behaviour and collective efficacy are effective, these would enhance students’ academic performance. The study recommended among others that teachers in public secondary schools in North-central Nigeria should not only work hard to sustain the level of their citizenship behaviour but also intensify effort to improve upon it to enhance students’ academic performance. Show more
• Item ACADEMIC STAFF RETENTION STRATEGIES, JOB SATISFACTION AND GOAL ACHIEVEMENT IN PRIVATE UNIVERSITIES IN SOUTH-WEST, NIGERIA ( UNIVERSITY OF ILORIN , 2021-02 ) MUSTAPHA, Adam Ishola Show more Academic staff retention and job satisfaction in private Universities in Nigeria have raised deep concern among educational stakeholders. Thus, effective retention strategies capable of engaging competent workforce must be put in place to achieve institutional goals. This study, therefore, examined academic staff retention strategies, job satisfaction and goal achievement in private Universities in South-west, Nigeria. The objectives of the study were to (i) investigate the level of academic staff retention strategies; (ii) assess the level of academic staff job satisfaction; (iii) determine the level of goal achievement; (iv) examine the relationship between compensation package and goal achievement; and (v) determine the relationship between training opportunities and goal achievement in the institutions. The study adopted a descriptive research design of correlation type. The population of the study comprised 1,921 academic staff and 139 management staff in all the 23 private Universities from the six States that constitute the South-west, Nigeria. Purposive sampling technique was used to select 10 out of the 23 institutions that were established before the year 2000 to provide information pertinent to the study. Purposive sampling technique was employed to select 60 Management staff, comprising the Vice Chancellor, Deputy Vice- Chancellor, Registrar, Director of Academic Planning and Dean of Faculties of Humanities and Sciences (Natural and Applied) in each of the institutions. Proportional sampling technique was used to select 200 employers of labour in the sampled states. “Academic Staff Retention Strategies Questionnaire” (ASRSQ), “Job Satisfaction Questionnaire” (JSQ) and “Goal Achievement Questionnaire” (GAQ) were used to collect data for the study. The instruments were validated with reliability coefficients of 0.69, 0.85 and 0.83 for ASRSQ, JSQ and GAQ respectively. Mean, Standard Deviation and Pearson Product-Moment Correlation Statistics were used to analyze the data at 0.05 level of significance. The bench mark (mean scores) for determining the level of academic staff retention strategies, job satisfaction and goal achievement was 1.00-2.44, low; 2.45-3.44, average; 3.45-4.44, high and 4.45-5.00, very high. The findings of the study revealed that: i the level of academic staff retention strategies was average with a mean score of 2.78; ii the level of academic staff job satisfaction was average with a mean score of 2.85; iii the level of goal achievement was average with a mean score of 3.04; iv there was a positive significant relationship between compensation package and goal achievement (r = .532, p<.05); and v there was a positive significant relationship between training opportunities and goal achievement (r = .49, p<.05). The study concluded that effective retention strategies enhanced job satisfaction of academic staff in private Universities in South-west, Nigeria. The implication is that, if effective staff retention strategies are put in place, it would enhance job satisfaction and consequently lead to goal achievement. The study recommended that compensation packages for academic staff in private Universities be enhanced and made relevant to prevailing economic circumstances through periodical review. Show more
• Item ENTREPRENEURSHIP TRAINING, CORE-SKILLS ACQUISITION AND PUBLIC UNIVERSITY GRADUATES’ SELF-EMPLOYABILITY IN NORTH CENTRAL, NIGERIA ( UNIVERSITY OF ILORIN , 2020-01 ) ALOBA, Fatimah Musa Show more The problem of unemployment and poverty occasioned by low university graduates employability has been of great concern to the stakeholders in education. Hence, the introduction of entrepreneurship training to enhance students’ acquisition of core-skills to enables universities to produce self-employed graduates. Thus, this study examined the relationship among entrepreneurship training, core-skills acquisition and public university graduates’ self-employability in North-central Nigeria. Other purposes includes: i. to investigate the relationship between vocational training and public university graduates’ self-employability in North-central Nigeria; ii. theoretical training and public university graduates’ graduates self-employability in North-central Nigeria; iii. practical training and public university graduates’ self-employability in North-central Nigeria; iv. vocational skills and pubic university graduates’ self-employability in North-central Nigeria; v. communication skills and public university graduates’ self-employability in North-central Nigeria; and vi. managerial skills and public university graduates’ self-employability in North-central Nigeria. Descriptive research design was adopted for this study. The population of the study consist of 11 Directors of the entrepreneurship centers and all 50,957 final year students (400 level) in the universities in North-central Nigeria. Eight directors were selected and 382 (400 level) students were selected as sample for the study. There were two researcher’s designed questionnaires titled entrepreneurship training questionnaire (ETQ) to elicit information from the Directors on entrepreneurship training and core-skills acquisition questionnaire (CSAQ) designed to elicit information from the 400 level students. The validity of the instruments were ensured by given the instruments to the researcher’s supervisor and four other experts while Crumbach Alpha were used to ascertained the reliability of the instruments. Mean and standard deviation were used to answer the three research questions while Pearson Product Moment-Correlation statistics were used to test the six operational hypotheses at .05 level of significance. The findings were that: i. there was significant relationship between vocational training and public university graduates’ self-employability in North-central Nigeria (r =2.27, p < 0.05). ii. there was significant relationship between theoretical training and public university graduates’ self-employability in North-central Nigeria (r =2.12, p < 0.05) iii. there was significant relationship between practical training and public university graduates’ self-employability in North-central Nigeria (r =2.19, p < 0.05) iv. there was significant relationship between vocational skills and public university graduates’ self-employability in North-central Nigeria (r =1.79, p < 0.05) v. there was significant relationship between communication skills and public university graduates’ self-employability in North-central Nigeria (r =1.96, p <0.05) vi. there was significant relationship between managerial skills and public university graduates’ self-employability in North-central Nigeria ( r =2.59, p< 0.05) The study concluded that upon all the investments and efforts in entrepreneurship training to ensure graduates’ self-employability, progress towards enhancing self-employability of public university graduates in North-central Nigeria seems little. Therefore, it was recommended among others that university administrators should partner with the community to lessen the burden of recruiting core-skilled personnel that can aid effective vocational training and managerial skills acquisition. Show more
• Item UNIVERSITY PLANT PLANNING AND EFFECTIVENESS IN NORTH-CENTRAL PUBLIC UNIVERSITIES, NIGERIA ( UNIVERSITY OF ILORIN , 2021-05 ) ADELEKE, Florence Oluwaseye Show more Universities perform effectively in an environment where school plants provision is adequately planned to help achieve the goals and objectives of teaching, research and community service. The present scenario in some universities where the facilities are poorly located; where the building sizes are inadequate for the students and where the aesthetics is unpleasant may lead to impairment in the effectiveness of the universities. Thus, this study investigated university plant planning and effectiveness of public universities in North-central Nigeria. The objectives of the study were to: (i) investigate the adequacy of university plant planning; (ii) determine the level of universities effectiveness; (iii) examine the relationship between school plant location and universities effectiveness; (iv) investigate the relationship between school aesthetics and universities effectiveness; and (v) investigate the relationship between building design and universities effectiveness. The study employed a descriptive survey research design. The population of the study comprised all the 6,462 lecturers in the universities in the North-central Nigeria. The sample consisted of 794 lecturers who were selected from six universities in the North-central Nigeria using stratified random sampling technique. University Plant Planning Questionnaire, Effectiveness Questionnaire and Students’ Academic Performance Proforma were used to obtain data for the study. The questionnaire was validated with reliability coefficient of 0.89. The data were analysed using SPSS computer soft ware package. Mean, percentages, standard deviation and ranking order were used to analyse the research questions. While Pearson Product Moment Correlation Statistics was used to determine the level of relationship between the two variables at 0.05 level of significance. The benchmark (mean scores) for determining the level of adequacy of plant planning is 1.00-49.99 = low; 50.00-59.00 = average; 60.00 -100.00 = high; while that of the level of effectiveness is 0.00-49.00%= low; 50.00- 59.00%= average and 60.00-100%= high. The findings of the study were that: (i) the university plant planning in North-central, Nigeria was inadequate ( (ii) the level of effectiveness of universities was low (16.42 %); (iii) there was a significant relationship between plant location and universities effectiveness (r=0.41 p<0.05); (iv) there was a significant relationship between plant aesthetics and universities effectiveness (r= 0.09, p<0.05); (v) there was a significant relationship between plant design and universities effectiveness (r= 0.12, p<0.05); (vi) there was a significant relationship between building sizes and universities effectiveness (r= 0.32, p<0.05); and (vii) there was a significant relationship between plant safety and universities effectiveness (r= 0.10, p<0.05). The study shows that there was a relationship between university plant planning and effectiveness in public universities in the North-central Nigeria. Also, the level of effectiveness in public universities in the North-central was low as a result of inadequate university plant planning in terms of location,school plant aesthetics, building design, size and students and employees safety. The study recommended that university plant planning in terms of location for easy accessibility, size, safety should be improved upon in order to enhance the effectiveness of the Universities. Show more

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The role of educational management in changing education paradigms in Nigeria

2014, International journal of management in education

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Afuevu sammy01

Considering the invaluable roles and contributions of education to meaningful individual, social and national development, nobody will dispute the fact that its proper management an administration by competent leaders should be a national concern. This paper attempts to examine educational management and administration in Nigeria by highlighting on some of the problems facing Nigeria education leadership. The paper further discusses the challenges and the way forward with a view to restoring the lost glory of our nation's education system, especially in the areas of relevance, equity, quality and standard. To achieve the objectives, the paper uses ex-post facto survey design to explore opinions on the management and administration of our educational institutions. Using stratified random sampling technique, 250 staff was drawn from a population of 1389 and from three (3) educational institutions, universities, the polytechnic and colleges of education across the country. Data was collected using a questionnaire instrument called educational management and administration instrument (EMAI) Data collected were statistically treated using population t-test (test of one sample mean) and one way analysis of variance (ANOVA) Result obtained revealed that exploitation, inadequate staff training; poor parenting/guidance and poverty accounted for a fall in standard of education. The paper recommended that there is need for adequate training and retraining of all education managers and provision of sufficient fund for the sector.

Alifas Banda

Education in Nigeria is rapidly changing and technically tailored towards meeting certain goals such as the Education for All (EFA, 2015) and the Nigeria Vision 20:2020. The requirements of these various national goals from the school managers are centered on the advancement of teaching and learning through the implementation of performance based-management. The School Management Team (Principal, Deputy Principals, and HODs) need to understand the new roles of school managers in managing the changes in Nigerian schools. This study investigated the emerging roles that members of the School Management Team play in their efforts to manage the ongoing educational changes in schools. Since the present educational system in Nigeria is characterized by a variety of changes, school managers are not only expected to understand these changes but also to be able to manage them effectively. The study discussed the concept of change in Nigerian educational system. Some of the common challenges faced by SMTs in the implementation of the new education policies were discussed. Empirical research was conducted in four randomly selected schools in Abia State. Questionnaire was constructed to gather data from members of SMTs on the challenges facing SMTs in implementing educational policies. The research findings revealed that the present school managers find it difficult to meet the new managerial expectations that are brought about by the transforming educational environment. Recommendations were made for the retraining of School Management Teams to help them execute their expected managerial roles in meeting the nation's national goals.

Journal of the International Society for Teacher Education

Ugochukwu Agi

Olajide Ibietan

Osmond Okonkwo

Management involves the formulation of objectives, the process of planning, organizing, staffing, executing, coordinating, evaluating, controlling, and motivating with view to attain the objectives and final involving to improve the functioning for future. Thus, considering the invaluable roles and contributions of education to meaningful individual, social and national development, it becomes highly imperative that its effective and efficient management by competent administrators should be of utmost national concern. This study seeks to investigate the effects of management on the development of education in Nigeria. To achieve the objective of this study, the ex-post facto research design was adopted as most appropriate to determine the impact of education management on educational growth in Nigeria. Using the simple random sampling (SRS) technique, the researchers sampled 200 staff from the state Ministry of Education, State Secondary Education Management Board, and Alvan Ikoku ...

Principal's managerial skills and implementation of secondary education policy in Abuja municipal area council, Nigeria. Nigerian journal of educational administration and planning, vol. 22, no.2,pages 487-500

Gloria N N A J I Nzeh , Folashade Ogunshola

This study examined principals' managerial skills and the implementation of secondary education policy in Abuja Municipal Area Council, Nigeria. Three research questions and one hypothesis guided the study. The study adopted the descriptive survey research design with a sample of 12 public senior secondary schools in Abuja Municipal Area Council. A total of 12 principals, 24 vice principals and 240 teachers were randomly selected from the sampled schools. Two research instruments (questionnaires) were used for data collection.-Principals' Managerial Skills Questionnaire (PMSQ)‖ and-Challenges and Implementation of Secondary Education Policy Questionnaire (CISEPQ)‖. The two instruments had reliability coefficients of 0.80 and 0.81 respectively, using the Cronbach alpha statistical tool. Data were analyzed using mean and standard deviation to answer the research questions while Pearson product-moment correlation coefficient was used to test the hypothesis at 0.05 level of significance. The study showed that there was a significant relationship between principals' managerial skills and the implementation of secondary education policy in Abuja Municipal Area Council. This led to the conclusion that principals' managerial skills influence the implementation of secondary education policy in Abuja Municipal Area Council. It was therefore recommended that principals should consciously adopt the best managerial skills to enhance the implementation of the secondary education policy in Abuja Municipal Area Council.

Asikiya Amakiri

Objective: In this study, we investigated the reason for the continuous cooperate agitations concerning the state of the educational system in Nigeria despite the unflinching efforts of policy makers to establishing better educational policies as they have been time and again formulated, reformulated and implemented; and at other times, replaced with others purported to be better with huge amount of resources sunk into it. It is imperative to note that education is an invaluable tool for the attainment of national development and Nigeria, as it is the world over, embraced it more than four decades ago. Method: This paper reviewed some conceptual issues affecting the educational system in Nigeria from its inception, examined the different polices that have been formulated and their implementation patterns. Results: The study discovered that frequent changes are often made on the educational policies with implementation patterns haphazardly done. This has resulted to a dichotomy in re...

Bala B Kwashabawa

Globalization and the desire of education system to meet the pace of educational growth and development, requires school administrators to look inward and make innovation a priority in the school system. In this paper, the concept of change and development were examined. The needs for changes such as external and internal forces that constrain educational administrators were also discussed. Managing change which involves identifying needs, planning implementing plans and evaluating the success of the change is also discussed. Fear of the unknown, lack of information, threat to core skills and threat to power base were identified in this as barrier to effective change. The paper recommended that school administrators should be made to understand that SBMC is not contesting for power, but the power could be delegated to them to help improve the effectiveness of school administration. Teacher development programmes should be used to improve teachers’ competency and skills so that they could be able face challenges associated with SBMC implementation. Key Words: School Based Management Committee (SBMC), Change, Development.

IOSR Journals , Stanley U. Nnorom PhD

The paper examines educational management and staff development programmes as a mainspring for achieving goals in secondary schools in Nigeria. Many countries globally take education as an instrument for the promotion of national development as well as effecting desirably social change. The attainment of these noble goals and objectives is highly depends on effective instructional teachers as well as the adoption of appropriate quality management skill by educational managers. Quality educational management cannot be over emphasized without teachers. The hallmarks of every educational system are the teachers. They interpret and implements educational curriculum. Educational managers should encourage staff development programme in other to achieve these set goals. Staff development enhances quality. It is a driving force for achieving goals in schools such as secondary education. Five concepts are prominent in this discourse, namely, Management, Educational management, Secondary School Education, Staff development and Staff development programme. The paper recommended that government and educational managers should enact policies that promote and foster Staff development programme in Nigeria secondary schools so as their techniques and students' achievement can be positively influenced.

Valentine J Owan

This study investigated problems of school management and secondary school students' academic performance in Calabar Education Zone of Cross River State. Two null hypotheses were formulated to guide the study. The study adopted an ex-post facto research design. Proportionate stratified sampling technique was employed in selecting a sample of 3616 students out of the population of 18, 078 students. " Problems of School Management Questionnaire (PSMQ), " and Senior Secondary Mathematics Achievement Test (SSMAT) were the instruments designed by the researcher, were used for data collection. The data collected were analysed using descriptive statistics; while the null hypotheses were tested at .05 level of significance using population t-test and multiple regression analyses where applicable. Microsoft Excel 2016 spreadsheet program was used in the analysis of data. Findings from the study revealed among others that; secondary school students' academic performance in Calabar Education zone is significantly high, disciplinary control, classroom management, and teachers' motivation significantly influence secondary school students' academic performance respectively. Based on these results, conclusions were drawn and recommendations were made.

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MANAGEMENT AND ADMINISTRATION OF NIGERIAN EDUCATION SYSTEM: PROBLEMS, CHALLENGES, AND THE WAY FORWARD

• F. Udey , V. Ebuara , A. O. Edet
• Published 2009

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Effects of educational management on educational growth in nigeria: a study of imo state, curriculum development and individual social responsibility in nigeria: exploring the manitoba art education curriculum development strategy, perception of the role of security personnel in effective administration of tertiary education institutions in kwara state akinnubi,, governance and leadership roles as the strategies for effective higher education in nigeria: an examination, historical analysis of the management of public universitiesin nigeria, underfunding of federal university in nigeria and perceived impact on administration: an exploratory case study., academic staff working conditions, organizational commitment and performance of nigerian universities, information and communication technology (ict): a strategy for quality approach to educational system delivery in nigeria, student-teacher relationship as a panacea for students’ academic performance in nigerian secondary schools: an attachment perspective, self-concept, locus of control and school motivation in relation to academic achievement among secondary school students in northern nigeria, 13 references, the environment of crises in the nigerian education system., strengthening departmental leadership: a team-building guide for chairs in colleges and universities, the trouble with nigeria, related papers.

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Educational Administration and Planning

Educational administration and planning research papers/topics, staff motivation as a tool for effective administration of secondary schools in abuja municipal area council, abuja.

The study was designed to examine Staff motivation as a tool for effective administration of Secondary Schools in Abuja Municipal Area Council (AMAC) F.C.T, Abuja. Descriptive survey design was used for the study. The main instrument used for data collection was questionnaire. Data were analyzed using descriptive statistics of frequency counts and simple percentage. Findings of the study revealed that strategies that could enhance motivation of teachers included payment of salaries as at when...

Determinants of Academic Performance in Selected Primary Schools of Olmoran Division in Laikipia West District in Rift Valley Province in Kenya.

ABSTRACT  The study investigated determinants of academic performance in selected primary schools in Olmoran division of Laikipia west district in Kenya. The intention of the study was to minimize negative determinants of academic perofmrance while enhancing the positive ones which lead to improved academic performance in Olmora division of Laikipia west district. The study highlighted the importance of qualitative education for all and the attempts which have been made by the Kenyan Governm...

Instructional Materials and Academic Performance of Science Students in Secondary Schools, West District Zanzibar, Tanzania

ABSTRACT The purpose of the study is to establish the effect of instructional materials on the academic performance of science students in west district Zanzibar, Tanzania. The study objectives included to establish the instructional materials being used for teaching in school the second objective was to assess the academic performance of students in science subjects and finally to establish the relationship between the use of instructional materials and academic performance of science subjec...

School Climate and Conflict Resolution Strategies in Selected Secondary Schools in Arua District, Uganda

ABSTRACT The title of the study was “School Climate and Conflict Resolution Strategies in selected Secondary Schools in Arua District, Uganda”. The objectives of the study were to determine school climate, assess the extent which teachers use the conflict resolutions strategies, and determine the relationship between school climate and conflict resolution strategies. The research problem was how the various stakeholder conflicts in school were resolved in relation to the climate of the se...

Socio Economic Factors and the Enrolment Rate of Girls in Early Childhood Development Centres in Hodhan Location, Wajir District Kenya

ABSTRACT The study was about socio- economic factors and the enrolment rate of girls in early childhood development centers in hodhan location wajir county. It was guided by four objectives; to determine the profile of respondents in terms of ages, level of education, income level and occupation on the side of parents and gender, age bracket, level of experience and level of education on the side of teachers, then to determine the level of socio economic factors as regards to home factors and...

Household Behaviour on Solid Waste Management a Case Study of Kicukiro District, in Kigali City Rwanda

ABSTRACT The study examined Household behavior on solid waste management in Kigali city RWANDA. The study was guided by the following objectives; attitudes of people towards solid waste management, the nature of solid waste generated by households in Kigali city, solid waste practices and problems associated. The finding revealed that the people’s attitudes and behavior was positive. This study used the quantitative approach which was based on the questionnaires helped to establish the corr...

Punishment and Rewards on the Academic Performance of Female Students in Selected Secondary Schools of Gasabo District, Kigali City, Rwanda

ABSTRACT This study focuses on “Punishment and Rewards on the Academic Performance of female students in selected schools of Gasabo district, Kigali City in Rwanda”. The objectives of this study were the following: to; Determine the profile of respondents in terms of age, gender, combinations and classes in selected secondary schools of Gasabo District. Determine the degree of punishment of female students in selected secondary schools of Gasabo District. Determine the level of rewards of...

Head Teachers Leadership Styles and Teachers Performance in Selected Public Primary Schools in Churo Division East Pokot District Kenya

ABSTRACT The researcher used questioning technique to collect data. The list of questions was derived from the objective of the study. The questions were categorized into four, those inquiring on respondent profile, those that deal with leadership styles of headteachers, level of teachers performance and those concerned with significant relationship between headteachers leadership styles and teachers performance. The study utilized descriptive correlation survey and targeted 360 teachers fro...

Implementation of Universal Basic Education and Completion Rates of Pupils in Primary Schools in Kaduna North, Kaduna State, Nigeria

ABSTRACT The study investigated “Universal basic education policy implementation and completion rates of pupils in primary schools in Kaduna North local government, Kaduna State, Nigeria.” The study was guided by three objectives. 1. To examine the level of universal basic education (UBE) policy implementation of the schools, 2. To find out completion rates of pupils in primary schools, 3.To establish the relationship between UBE implementation and completion rates among pupils in primary...

Resource Availability, Utilization and Performance of Teachers in Universal Primary Education (Upe) Schools in Bugangaizi County, Kibaale District, Uganda.

ABSTRACT Significantly, resource availability, utilization and performance Teachers are very essential in the teaching and learning process in the education system. This study was therefore undertaken to discover how much resources are available in UPE schools and their utilization by the teachers and how these relate with the achievement of Universal Primary Education (UPE) objective and to suggest recommendations that can help to improve the implementation of UPE programme in Uganda with sp...

Capacity Building and Academic Staff Performance in Selected Primary Schools, Central Zone, Malindi District Kenya

TABLE OF CONTENTS Page Declaration A Declaration B ii Table of Contents iii List of Tables v Chapter One THE PROBLEM AND ITS SCOPE 1 Background of the study 1 Statement of the problem 3 Purpose of the study 4 Research Objectives 4 Research Questions 5 Hypothesis 5 Scope 6 Significance of the Study 6 Definition of Key Operational Terms 7 Two REVIEW OF RELATED LITERATURE 8 Concept, idea and opinions 8 Theoretical perspective 13 Related Studies 13 Three METHODOLOGY 19 Research Design 19 Target p...

Correlates of Academic Performance of Orphaned Students in Selected Secondary Schools in Musanze District, Rwanda

ABSTRACT The researcher’s purpose is to identify and examine the correlates of orphaned students’ academic performance (academic achievement) in selected secondary schools in Musanze District ,Rwanda. Chapter One of this research work is devoted to portraying the background of this study, emphasizing on the present life of orphaned students in Rwanda. This includes mainly these students’ academic performanceJn Chapter Two, emphasis is laid on factors affecting academic performance in ge...

Reading Culture and Academic Performance of Postgraduate Students in Selected Private Universities in Kampala, Uganda

ABSTRACT This study established the relationship between reading culture and performance of postgraduate students of selected private universities in Kampala Uganda. Specifically, it identified (i) the demographic characteristics of the postgraduate students, (ii) degree of reading culture (iii) level of academic performance (iv) whether there is a significant difference in gender and performance and (v) whether there is a relationship between reading culture and academic performance of postg...

School Feeding Program and Pupils’ Enrolment in Selected Public Primary Schools, in Busanze Sector, Nyaruguru District, Rwanda

ABSTRACT The purpose of the study was to find out whether or not the School Feeding Programme had enhanced the school enrolment in selected public primary schools located in Busanze sector in Nyaruguru district, Rwanda. The objectives of the study were: to determine the extent of the implementation of school feeding program in public primary schools of Busanze sector in Nyaruguru district, Rwanda; to detennine the level of and trend of pupils’ enrolment in public primary schools in Busanze ...

Resource Availability and Utilization as Correlates of Academic Performance in Selected Primary Schools in Oyam North County, Oyam District in Uganda

ABSTRACT The study investigated the relationship between resource availability and utilization as correlates of academic performance in selected primary schools in Oyam north County, Oyam district of Uganda. 14 out of 56 primary schools were sampled. A descriptive survey design of the ex-post facto was adopted. The head teachers, heads of departments, teachers, local leaders and pupils were sampled. Questionnaires, interview guides and observation checklists were developed to collect data. Th...

Educational Administration and Planning is the process of planning and integrating the appropriate human and material resources that are made available and made effective for achieving the purposes of a programme of an educational institution. Afribary publishes list of academic papers and project topics in Educational Administration and Planning. You can browse Educational Administration and Planning project topics and materials, Educational Administration and Planning thesis topics, Educational Administration and Planning dissertation topics, Educational Administration and Planning seminar topics, Educational Administration and Planning essays / termpapers, Educational Administration and Planning text books, lesson notes in Educational Administration and Planning and all academic papers in Educational Administration and Planning field.

Popular Papers/Topics

Social demand approach in educational planning, vocational education and acquisition of skills for self - reliance, assessment of peer pressure group and environmental factors on the administration of secondary schools in ogun state, nigeria., women education variables and sustainable development in uyo urban of akwa ibom state, nigeria., the concept of globalization and the implication to the nigerian educational system, the effects of domestic violence on students academic performance in selected tertiary institutions in gboko town of benue state, use of cooperative learning instructional strategy for enhancing sex education in secondary schools in nigeria, social networking sites usage and the negative influence on students’ academic achievement in secondary schools in uyo senatorial district, akwa ibom state., influence of human resource development on teachers job performance in secondary schools in makurdi local government area of benue state, raising the literacy level of nomads in nigeria: issues and challenges, impact of headteachers' leadership style on job satisfaction of primary school teachers in makurdi metropolis, the influence of broken homes on pupil academic performance in selected schools in kwara district., quality control measures and student output in university of uyo and university of calabar, student engagement variables and first year undergraduate retention rate in university of uyo, akwa ibom state, nigeria, teacher time-on-task in selected basic schools in the cape coast metropolis.

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Faculty of Education

M.ed admin and planning.

The aim of the master’s program in Educational Administration and Planning is to become a center of excellence in educational administration, educational policy development and school management by promoting advanced level of teaching and research. Within this framework the program aims:

To build students’ knowledge and understanding in the field of educational administration and planning, school leadership and management, educational policy development and some other allied disciplines,

To build the capacity of the students to design and carry out research in various domains of educational administration and planning and allied disciplines

The minimum duration of M. ED in Educational Admin & Planning is three semesters and a maximum of six semesters. The program accepts students with a good honors degree in education and specialized areas from recognized universities. Students have to successfully complete all the compulsory courses, some of which are research, statistics and practicum, two elective courses and one thesis preparation/ project course. Students who complete the coursework carry out a research as their masters’ thesis, and graduate from the program by successfully defending it.

Admission Requirements

Entry Requirements:

Applicants for M. Ed Educational Administration and Planning Degree will be required to have either or both of the following:

• a good honour degree in Education (Arts, Languages, Sciences, Social Sciences) and specialized areas, such as Educational Management, Guidance & Counselling, Library and Archival Studies, Adult Education, Special Education and so on.
• a good honour degree in pure Arts, Languages, Sciences or Social Sciences plus a Postgraduate Diploma in Education (PGDE or PGTED) or NCE;
• All qualifications must be from recognised Universities.

Graduation Requirements

The minimum duration of M. ED in Educational Admin & Planning is three semesters and a maximum of six semesters. Students who complete the coursework carry out a research as their masters’ thesis, and graduate from the program by successfully defending it.

A Minimum of 15 Courses (consisting of all the 13 Compulsory courses and 2 Elective courses); Total Maximum Credit Units = 37 and Minimum of 30 Credit units.

The M.Ed Admin & Planning programme offers the following courses:

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Educational Management Dissertation Topic Ideas

Published by Owen Ingram at January 2nd, 2023 , Revised On August 11, 2023

Students will inevitably experience anxiety while working on their dissertations on educational management. There is no doubt that a topic of this importance requires in-depth study, and you must follow a proper writing pattern when you write your paper. When it comes to writing a successful dissertation , choosing a topic is crucial.

Students should also be aware that many writing themes offered for writing evaluations are already quite broad, necessitating their narrowing and concentration. Widening them should only be done a little at a time. If you are looking for assistance, we have some remarkable educational management dissertation topic ideas for you.

Get started right away with one of the following dissertation topics related to educational management.

Dissertation Topics Related To Educational Management

• A comparison of the wonder kid and standardized tests used to gauge students’ academic achievement.
• Theoretical underpinnings of distance learning.
• A case study of nuts: the impact of strike action on the preachment of trade union aims in an organization.
• The functions of student behaviour guidelines in terms of managing the classroom.
• Examine the social, intellectual, and personal experiences of homeless university students.
• Private primary and secondary school operators face issues in some selected UK schools.
• Academic achievement and readiness for self-directed learning in online environments.
• The work environment and teacher quality determine secondary school students’ academic performance.
• Analysis of teachers’ participation in classroom management in secondary schools in Nigeria.
• Gaining a deeper grasp of how college students use interactive teaching methods.
• Federal government college guidance and counselling evaluation.
• Assessment of teachers’ knowledge of test construction procedure in senior secondary school’s chemistry objective test.
• Understanding how the principals affect their school by utilizing emotional intelligence.
• Evaluating the impact of the environment on students’ academic performance.
• Assessment of sites related to program objectives for business education.
• The effect of classroom management on pupils’ conduct.
• Assessing how faculty and student perceptions of student participation at public colleges relate to one another.
• The linkage between teachers’ job satisfaction in secondary schools and principals’ leadership style.
• Using walkthrough observations by the principals in the classroom to improve education.
• Factors preventing secondary school principals from managing school records effectively.
• The effect of the teachers’ welfare package on satisfaction with their job.
• The theory of career development by Ginsberg is validated among UK university graduates.
• A determination of government involvement in programs for adults.
• Efficient management of students’ academic records: factors to consider.
• The accessibility of human and material resources in Lagos state teaching senior school.
• The problem of parents’ unfavourable attitudes toward education
• Utilization of technology by the first-year mentor for literacy.
• A case study of UK schools’ junior secondary schools’ role in teaching sexual education.
• The effects of classroom management on pupils’ behaviours.

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There are several factors to consider when choosing a dissertation topic. There are a lot of great topics to choose from. We just discussed some educational management dissertation topic ideas . You can choose from those. Nevertheless, you can contact us or get our dissertation outline service immediately if you need custom subjects.

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How to find educational management dissertation topics.

To find educational management dissertation topics:

• Study recent education challenges.
• Explore leadership and policies.
• Investigate teaching methodologies.
• Analyze technology’s impact.
• Consider student engagement.
• Opt for a topic aligning with your passion and research goals.

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• Department of Educational Foundations and Curriculum | Faculty of   Education
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Postgraduate Programme

Department of Educational Foundations and Curriculum

Postgraduate Courses

M.ed educational administration & planning.

The M.Ed degree in Educational Administration and Planning is a programme specifically designed for upgrading and enhancing the knowledge base of graduate educational manpower in the specialized discipline of educational administration and planning. It is specifically designed for experienced administrators; particularly those who occupy planning and administrative positions in ministries of education, the schools management boards and the various institutions of learning in Nigeria and abroad. For emphasis this programme is open only to administrators with adequate experience.

Graduates of this programme are expected to accomplish the following as measured by continuous assessment, written examinations, and thesis or project evaluation:

• Master satisfactorily advanced theories, concepts, methods and principles of educational administration and planning.
• Write an acceptable thesis or research project on a major problem of policy area in educational problem of policy area in educational administration of educational planning which demonstrates competent knowledge of the problem or policy area and appropriate research methodology.

Admission Requirements

The following shall be eligible to seek admission and registration for the degree of Masters of Education in Educational Administration and Planning:

• Candidates who hold B.sc Ed degrees from Ahmadu Bello University.
• Candidates who hold B.A. or B.sc degrees plus graduate certificate in education; or diploma in education from Ahmadu Bello University.
• Graduates of other universities who hold degrees and certificates considered by the Faculty Board, Postgraduate School Board and Senate to be equivalent to (1) and (2) above.
• Ability to pass qualifying examination designed by the educational administration and planning section.
• Candidates must also meet the requirements of all other relevant general university registrations governing higher degree studies.

Graduation Requirements

• Passing written examinations of all the prescribed courses (course work).
• Passing oral examinations on the chosen area of research (thesis) at proposal defence, internal defense and external defence.
• Written report on practicum in organization of candidate's choice.

PhD. Educational Administration & Planning

The PhD programme is designed to provide a course of study for candidates pursuing an academic career and who will be teaching and conducting research in the area of educational administration and planning. Successful candidates will be expected to accomplish the following as measured by continuous assessment, written or oral examinations, and thesis evaluation.

• Master advanced, specialized theoretical and conceptual methods, methodologies of educational administration and educational planning and their application.
• Write an acceptable dissertation, which demonstrates original research and appropriate research methodology.

The following shall be eligible to seek admission and registration for the degree of Doctor of Philosophy in Educational Administration and Planning:

• Candidates who hold masters degrees in related field from Ahmadu Bello University.
• Candidates of other recognized universities who hold higher degrees considered by the Faculty Board, Postgraduate School Board, and Senate to be equivalent to (1) above.
• Candidates with other qualifications which, together with relevant experience, are deemed to be equivalent.
• Candidates must also meet the requirements of all other relevant general university registrations governing Higher degree studies.

A number of provisions are laid down and which must be fulfilled before a student can graduate:

• Must present seminar paper on the chosen area of study before the staff and student of the faculty.
• Must pass oral examinations on the chosen area of study (dissertation) through proposal defence, internal defence and external defence before a panel of distinguished academics.

The programme is expected to last for a minimum of three (3) years.

M.Ed Curriculum and Instruction

The postgraduate programmes in curriculum and instruction are in two components: M.ED and Ph.D in Curriculum and Instruction with specialization subject in bracket. Both programmes of study are registered with the Postgraduate School and have been in operation since the commencement of Postgraduate Programmes in the Department of Education. They are programmes designed to provide intensive study and research activities in curriculum design, development and evaluation as well as in high quality training of high quality staff qualified to train students at the Faculties and Colleges of Education, Polytechnics, School of Basic Studies, Preliminary Studies, etc. The products of these programmes are envisaged as Ministry Officials in charge of Curriculum Development and Inspection of the School Subjects under the administration and supervision of the Ministries of Education in Nigeria. The students so trained should be able to develop curriculum as well as competently teach a major subject of choice at the levels identified above.

Objectives of the Programme:

The M.Ed programmes in Curriculum and Instruction provide intense study and competencies in the design and teaching of specific subjects in the school curriculum. In line with the general aims stated above, the programmes have the following broad based objectives:

• Training potential researchers and scholars in the field who are prepared for intensive study of and competence in the curriculum design and teaching of a particular school subject.
• Conceptualizing and acquiring advanced knowledge of the various aspects of a subject in the school curriculum;
• Identifying and tackling the general and specific problems associated with the curriculum design, development and evaluation in Nigeria;
• Providing personnel in consonance with the current demands for qualified teachers and researchers in subjects within the school curriculum; and
• Providing graduate students with advanced level competence in the skills of teaching, curriculum development and evaluation that will be able to take up a leadership role in all educational related institution in Nigeria.

Admission Requirements:

The following shall be eligible to seek admission and registration for the degree of Masters of Education in Educational Curriculum and Instruction :

• A minimum of a good second-class lower division degree in a school related subject and education.
• A minimum of a good second-class lower division degree in a school related subject, plus Nigerian Certificate in Education, Postgraduate Diploma in Education or their equivalent.

Graduation Requirements:

PhD. Curriculum and Instruction

Ph.D Programme in Curriculum and Instruction is to give the students advanced knowledge in the practice and philosophy of curriculum design, development and evaluation in general and in relation to a school related subject. Holders of this degree should be able to give guidance and leadership role in identifying, defining research concepts, take initiative in conducting research as well as equipping others to do so.

Objectives:

The students admitted into a Ph.D degree programme in Curriculum and Instruction should be able to:

• Conduct advanced scholarly research in the field of curriculum and instruction;
• Apply an intensive knowledge of curriculum and instruction to teach any school related subject at a tertiary institution;
• Approach curriculum development across educational levels from intra and inter-disciplinary perspectives of scientific, psychological, philosophical, historical and sociological dimensions;
• Proffer realistic solutions to nagging curricular socio-economic, technological, political issues;

The following shall be eligible to seek admission and registration for the degree of Doctor of Philosophy in Educational Curriculum and Instruction:

• Candidates with other qualifications which, together with relevant experience, are deemed to be equivalent

Duration: 2years

For a student to be awarded the doctorate degree in Guidance and Counselling he/she must:

• Satisfy all the requirements of the School of Postgraduate Studies.
• Take and pass all the core area of specialization and elective courses prescribed.
• Write and successfully defend the dissertation both internally and externally.

M.Ed Educational Technology

The traditional method of teaching is gradually giving way to new innovations and techniques whereby the teacher present lessons alongside different forms of media, materials and equipment. There is therefore the need to produce teachers that are competent both in the operation, maintenance as well as production of these media. This programme attempts to train teachers in those areas for better delivery using suitable methodologies.

Aim of the Programme:

The M. Ed Educational Technology degree programme is aimed at producing, upgrading and updating the competencies and skills of candidates as well as meeting the requirements of the National policy on Education in terms of teacher Education.

The following are the specific objectives of the programme:

• To provide teachers with intellectual as well as professional backgrounds adequate for the tasks and assignment in a technologically changing environment.
• To meet the high demand for qualified and professionally trained teachers in the technology of teaching and learning in various subjects.

The following shall qualify for admission into the Master of Education degree programme in Educational Technology:

• Graduates of the Ahmadu Bello University, Zaria or other recognized institutions who have obtained a B. Ed, B. A. Ed, B. Sc Ed or degrees of not less than Second Class lower.
• Candidates who hold qualifications other than the one' listed above, which are acceptable to the Board of Postgraduate School and Senate of the University.
• In addition to (a) and (b) above, a candidate must satisfy the university's requirements for matriculation.

Mode of study:

The programme will run on full-time basis. Students shall be required to conduct their programme through course work and research.

Course Duration:

The duration of study shall be a minimum of 12 calendar months and a maximum of 48 calendar months for full-time and a minimum of 24 calendar months and a maximum of 72 calendar months

Career opportunities:

Holders of Masters of Education degree in Educational Technology have opportunities in educational institutions, research centres, educational programme design, curriculum implementation etc.

Areas of specialisation:

Students can specialize in the following areas:

• Instructional Design
• Education Media Production
• Instructional Materials Design
• Computer Assisted Teaching/Learning Packages
• Instructional Resource Management

Students shall be required to register and pass 24 units of taught courses. Also, they are required to write dissertation to be defended before a panel of Examiners in accordance with the existing postgraduate school regulations of Ahmadu Bello University, Zaria.

PhD. Educational Technology

The need to produce high level manpower in Educational Technology cannot be over emphasized. This is because the challenges that Information and Communication Technology has brought into teaching and learning are so enormous that teacher preparation has to be strengthened and regenerated to make them cope with those challenges. The possession of nigh level knowledge in Educational Technology is a step in this direction. This programme therefore is designed with a view of producing professionals in the field that can guide, inspire, upgrade and direct others towards professionalism in the area of Educational Technology.

• To provide further educational training for teachers, researchers and supervisors in all educational settings.
• To equip students with appropriate techniques to solve problems affecting education through the use and production of technological and instructional materials.
• To expose students to the interrelatedness of instructional technology to other aspects of national development.
• To equip students with appropriate psychological skills needed for guidance and counselling in and out of the educational system.

TThe following shall qualify for admission into the Doctor of Philosophy degree programme in Educational Technology:

• Graduates of the Ahmadu Bello University, Zaria or other recognized institutions who have obtained a Masters Degree in Educational Technology with a GPA of not less than 4.0 on a 5 point scale or not less than 3.0 on a 4 point scale.
• Graduates of Ahmadu Bello University, Zaria who has been upgraded to PhD through Master of Philosophy Programme.
• In addition to (1), (2) and (3) above, a candidate must satisfy the university 's requirements for matriculation.

The programme will run on full-time and part-time basis by research.

TThe duration of study shall be a minimum of 24 and a maximum of 60 calendar months for full-time.

Holders of Doctor of Philosophy in Educational Technology have opportunities in educational institutions, research centres, educational programme design, curriculum implementation etc.

Postgraduate Diploma in Education Programme (PGDE)

Duration: 1year

• Reports, Thesis & Dissertations (1)

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The Legislations Affecting Business organization in Nigeria

By Essen A.c.

The aim of this study is to critically discuss and asses the relevant laws that affect business in Nigeria, this would also acquent us with otheer environmental factor that make or frustrate business operation in Nigeria

Published: 14/09/2018

Tags: The Legislations Affecting Business organization in Nigeria

Size: 2.05MB

DigitalCommons@University of Nebraska - Lincoln

Home > CEHS > Educational Administration > Dissertations, Theses, and Student Research

Department of Educational Administration

Department of educational administration: dissertations, theses, and student research.

The Relationship Between General and Content-Specific Classroom Practices and K-6 Student Math Achievement: A Multi-Method Analysis , Karen Alexander Glueckdert

Perceptions of College Campus Climate among Queer Female Sexual Assault Survivors , Elyxcus J. Anaya

Unlocking the Door to Access and Success: The Keys Program , Timothy Paul Barshinger

The Great Resignation: Narratives of Mid-Career Teacher Burnout and Attrition , Nicole Burton

White Male Privilege in the Perpetration of Sexual Violence: An Exploratory Study of Young Adults , Emily Elizabeth Camp

The Use and Impact of Strategic Planning in Nebraska Public Schools , Jodi A. Frager

Rural Student-Home Community Engagement Impact as a Result of Study Abroad Experiences: From Preparation Through Return , Todd Karr

How College Graduates Decide to Remain in a Rural Community Post-Graduation , Benjamin Lamb

International Women Graduate Students: Transition to Public Research Universities in the Midwest , Tran Thanh Truc Nguyen

A Collaborative Campus Community Policing Model: A Case Study in Fostering Collective Efficacy Among Students, Faculty and Staff , Hassan Ramzah

Perceptions of School Climate , Scott Siegel

Constructing Refugee Identity: A Heuristic Inquiry into Experiences of Ukrainian Refugees , Deana Tsabak

How to Do QuantCrit: A Reflexive Account of Applying Critical Quantitative Methods to a Study of Black Women in STEM , Elizabeth Collins

Support Services and State Standardized Assessments for Homeless and High Mobility Youth: A Mixed Methods Case Study , Veronika Cummings

The Impact of Poverty Informed Faculty on Community College Student Success , Barbara J. Embacher

Understanding the Participation Gap at Predominantly White Institutions: Examining Institutional Practices That Prevent Black Students From Studying Abroad , Jamil Funnah

How Peer Mentors Support the Transition of First-Year College Students , Blair Prevost

The Gendered Experience of Female Resident Assistants , Christa Rahl

Nebraska Elementary School Teachers’ Desired Principal Leadership Qualities and Teachers’ Interest of Becoming a Principal , Gene James Russel

A Multi-Case Examination of Leadership Development Programs for Emerging Educational Leaders in K-12 School Districts , Jason Thomsen

Authentic Truth at Work: A Case Study of the Lived Professional Experiences of a Transgender Educational Leader Through the Lens of the Synergistic Leadership Theory , Rachel Bruce

KEY FACTORS SURROUNDING THE SURVIVAL AND THRIVAL OF RURAL SCHOOLS IN NEBRASKA THROUGH THE EYES OF SUPERINTENDENTS: A MIXED METHODS STUDY , Sadie Coffey

WOMEN AS LEADERS IN THE BOURBON INDUSTRY , Candice Cress

Engagement is Everything: Principals' Perceptions of their Role in Teacher Engagement , Jennifer Hellbusch

Discrimination in the Employment Search: Narratives from International Students of Color , Yi Xuen Tay

Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults , Amelia-Marie Altstadt

Career Progression and the Imposter Phenomenon: Experiences of Female Student Affairs Leaders , Molly Belieu

Yātrā: A Phenomenology of Acculturation and Sojourner Experience of Indian International Students in the U.S. , Pankaj Amrut Desai

The Complicated Road from Academic Dismissal to Degree Completion: A Phenomenological Exploration of the Student Experience , AnnMarie Gottner

Technology Leadership Qualities in Secondary School Principals in Nebraska Who Support Student-led Social Media Teams , Jill M. Johnson

Deliberate Indifference: An Exploration of the Student Survivor Activism Group Movement , Shyla Kallhoff

Raw and Pure Education in the Society , Iwasan D. Kejawa Ed.D

The Impact of Elementary School Counseling Programs on Student Behavioral Outcomes in the First Year of Middle School , Brenda Chaney Leggiadro

Predicting Teacher Job Satisfaction and Propensity to Leave in the Bering Strait School District in Rural Alaska Through the Application of Herzberg's Motivation-Hygiene Theory , Matthew Palmer

“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging , Stephanie Zobac

What Influences Itinerant Teacher Job Satisfaction and Intent to Stay? , Laura Barrett

Engagement Requires The Institution Too: A Case Study of a California Community College Using Assessment Data to Improve Student Success Practices , Duane Brooks

ENROLLMENT MANAGEMENT AND INTERCOLLEGIATE ATHLETICS: A STUDY OF WOMEN’S BEACH VOLLEYBALL , Valerie Clem-Brown

The Influence of Principal Leadership on Teacher Collaboration: Does Effective Professional Development Mediate this Effect? , David Evertson

IMPLEMENTATION OF THE MTSS PROCESS IN KEARNEY PUBLIC SCHOOLS , Chelsea Feusner

Counternarratives of Success: A Narrative Inquiry into the Life Experiences of Prior-enlisted Reserve Officers Navigating Higher Education , Adam B. Fullerton

Perceptions of Stress and Coping in Traditional Age First-year College Students , Bridgett Grant

You’re Happy and You Know It: Social-Cognitive and Environmental Factors’ Impact on Iraqi Student Satisfaction , Rachel Laribee Gresk

Curating the Campus Nightlife Experience: Documenting a Program Model for Late Night and Weekend Programming. , Derrick Gulley Jr

Structural, Organizational, Cultural Processes and Mechanisms: A Case Study of Writing Center Marginalization and Untapped Potential , Diana Hernandez

Keeping the Faith: The Organizational Saga of Anderson University from 1995-2015 , Mark Hughes

Going the Distance: A Case Study of One Community College's Journey Across the Digital Divide , Michael Robert Jolley

INCENTIVES TO IMPACT THE LONGEVITY OF URBAN SPECIAL EDUCATION PARAPROFESSIONALS , Tonya Jolley

Pay No Attention to the Regulation Behind the Curtain: The Implications of the Return to Title IV (R2T4) Federal Aid Policy on Time to Degree , Apri Medina

The Role of Undergraduate Student Affairs Coursework in Aspiring Student Affairs Professionals’ Career Development , Matthew J. Nelson

SCHOOL AUTONOMY DISTRIBUTED LEADERSHIP AND TEACHERS’ USE OF INNOVATIVE TEACHING PRACTICES , Cailen O'Shea

Defying the Odds, Stories of Success: A case study of Foster Care Alumni in the Community College Environment , Julia Philyaw

First-Generation College Student Experience in the Financial Aid Process , Kristy Saunders

Effects of Career Courses on Career Self-Efficacy and Outcome Expectations , Celeste Spier

Toward Supporting NPHC Students and Organizations: An Autoethnographic Critical Race Theory Story of What Fraternity and Sorority Life can Learn from the Multicultural Center at one Predominantly White Institution , Ashley Swift

SPEAKER OF THE HOUSE: THE INTERSECTION OF FACULTY AND ADMINISTRATOR ROLES AMONG COMMUNITY COLLEGE FACULTY DEPARTMENT CHAIRS , Miles Young

Intercultural Leadership Development of Undergraduate Students Using the Transformative Intercultural Learning Model , Mac Benavides

THE IMPACT OF STUDENT PERCEPTION DATA ON TEACHERS: A MULTISITE CASE STUDY AT MIDWESTERN K-12 CATHOLIC SCHOOLS , Brandi Y. Bibins-Redburn

The Perceived Role of Online STEM Dual Credit in Rural Nebraska High Schools , Trentee Bush

Perspectives of Campus Safety: Viewpoints of Community College Faculty and Staff Members , David E. Dibelka Jr.

Financial Aid Director: Educator, Leader, or Manager , Jessica Mohon Flogaites

Addressing the Needs of High School English Learners Through Inclusion in General Education Classrooms: A Descriptive Case Study of a Midwestern Metropolitan Public School District , Amanda Levos

Employer Reports of Skills Gaps in the Workforce , Samantha K. Mosier and Samantha Kristine Kaiser

Experiences of Women Department Chairs in Engineering: A Narrative Study , Kayla Person

Latinidad in the College Union: Perspectives of Latinx Staff Members , Naomi Rodriguez

Addressing the Needs of Middle School English Learners Through Inclusion in General Education Classrooms: A Case Study of a Midwestern Metropolitan Public School District , Mary Krista Schneider

Building a Positive School Climate: What Principals Have Done to Effect Change, an Ethnographic Case Study , Suzanne C. Showers

Responding to the College Completion Crisis in New Mexico: A Case Study of the University of New Mexico , Kalith Smith

Exemplar Advisors Fostering a Sense of Mattering within Undergraduate Students in the College of Agricultural Sciences and Natural Resources , Nicole Michelle Smith

Positive Behavioral Interventions and Supports and the Perceptions of Middle School Teachers: What Works During Implementation of a School-Wide System of Positive Behavioral Interventions and Supports , Jeffrey L. Soucie

STUDENT PERCEPTION DATA AND ITS IMPACT ON TEACHERS , Erica R. Walker-Arnold

Emergency Management in Community Colleges: Why Colleges Need to be Prepared , Dave Dibelka

Rural Students’ Sense of Belonging at a Large Public University , Benjamin P. Heinisch

Women's Gender Identities and NCAA Policy , Lauren E. Kelba

Promoting and Establishing an Effective Campus-Wide Academic Advising System , Katie Kerr

A Resource-Oriented Investigation into the Community College Matriculation and Persistence of U.S.-Educated English Language Learners , Naomi Mardock Uman

The Principal Evaluation: Connecting Principals’ Evaluation to the Growth and Development Process: A Case Study , Jackie Nielsen

Examining the Lived Experiences of Native American Students at Predominantly White Institutions , Zachary Palmer

The Cost Effectiveness and Instructional Value of One-to-One Technology Investments Among Nebraska School Districts , William Robert Robinson Jr.

Perspectives of Rural Nebraska Community Leaders on Pre-Kindergarten in Public Schools , Bradley G. Stauffer

Career Building Among Asian American Immigrant Community College Students in Nebraska: A Phenomenological Study , Minerva D. Tuliao

Factors Associated to Teacher Longevity in a Title I Elementary School: A Qualitative Narrative Inquiry Study , Richard Devney

Latinx College Student Sense of Belonging: The Role of Campus Subcultures , Crystal E. Garcia

Factors That Influence Accreditation in Nebraska Public Districts and Schools , David Gibbons

An Instrumental Case Study of Administrative Smart Practices for Fully Online Programs and Degrees , Charles V. Gregory

Latinx Students in STEM Education Research: A CRT and LatCrit Analysis of NSF Funded Projects , Hortencia Lara

The Road Taken That Has Made All The Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English , Troy Nordman

HERITAGE LANGUAGE SCHOOLS IN THE U.S.: ADMINISTRATION, SUSTAINABILITY AND SCHOOL OPERATIONS , Nan Wang

Unknown Identities: How Transracial International Adoptees Racially and Culturally Identify in College , Amy Williamson

WE MATTER, WE’RE RELEVANT AND WE ARE BLACK WOMEN IN SORORITIES: AN EXPLORATION OF THE EXPERIENCES OF BLACK SORORITY MEMBERS AT A PREDOMINATELY WHITE INSTITUTION , DeLores J. Allison

Leadership Perspectives of Chief Student Affairs Officers , Jeff Beavers

Implementation of State Developmental Education Policy: A Multiple Case Study of Community College Faculty Perceptions of Involvement , Shirley Davenport

Turnaround Elementary Principals in Rural Missouri , Julie C. Delaney

Teacher + Technology = Blended Learning: How Important is the Teacher in this Equation? , Catherine A. Doom

Comparison of Nebraska Accreditation Options and Effect on Student Achievement: A Mixed Methods Study , Tami Sue Eshleman

Social Media: How a University's Student Organizations Communicate with Students , Becky R. Freeman

THE ASSIMILATION OF BEGINNING TEACHERS INTO AN ESTABLISHED SCHOOL IMPROVEMENT PROJECT: A QUALITATIVE CASE STUDY EXAMINING FORMATS OF JOB-EMBEDDED PROFESSIONAL DEVELOPMENT , Lynn A. Fuller

A Professional Development Certification Program for Instructors Teaching in the Online Environment and Student Completion and Success Rates at a Midwestern Community College: An Ex Post Facto Study , Marie L. Gardner

Recognizing Earned Credit: Student Motivations for Reverse Transfer Programs and Concurrently Earning Two Post-Secondary Degrees , Matthew S. Geyer

Paths to Leadership of Native Hawaiian Women Administrators in Hawaii's Higher Education System: A Qualitative Study , Farrah-Marie Gomes

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