To see the other types of publications on this topic, follow the link: Nigerian Higher Education.
Dissertations / Theses on the topic 'Nigerian Higher Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 48 dissertations / theses for your research on the topic 'Nigerian Higher Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Willott, Christopher. "Refashioning neopatrimonialism in an interface bureaucracy : Nigerian higher education." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524060.
Full textAbstract:
The African state has received numerous analyses in academic literature. The vast majority of these studies focus on the essence of the state rather than how it is experienced and lived by its citizens and therefore sacrifice empirical knowledge of state function in favour of abstract conceptualisation. Much academic literature, especially the neopatrimonial approach dominant in political science, examines African states through the prism of Weberian logic and suggests that, because states do not conform to a rational-legal ideal, they must therefore be deficient. These analyses also frequently downplay the impact of colonial rule and postcolonial state formation and politics on the character of contemporary African states, instead stressing the continuities between pre-colonial and modern patterns of rule. This thesis eschews a normative understanding of the state in favour of an approach grounded in everyday action through analysis of the workings of the Nigerian higher education sector. I argue that this sector is a microcosm of broader state-society relations. The thesis draws on primary data collected through ethnographic methods to analyse how providers and users of a university in south-eastern Nigeria negotiate their passage into, and through, a highly complex and flexible institution. The thesis argues that, among both students and staff, achieving success in Nigerian higher education is dependent on a combination of merit, personal connections and money. The importance of these three elements suggests a system in which norms rooted in bureaucracy (merit), patron-clientism (personal connections) and financial corruption (money) intersect. My empirical research suggests that characterisations of African states as wholly captured by society and functioning as little more than vehicles for particularistic advancement, both central elements of much neopatrimonial state literature, are therefore inaccurate. The thesis also places the Nigerian state in historical context, arguing that, while some patterns of pre-colonial behaviour remain important in contemporary Nigeria, they have been fundamentally altered by colonialism and its aftermath. This thesis offers an important corrective to the rather abstract and normative ideas that underpin the theory of the African neopatrimonial state. It argues that a better understanding of the state requires a stronger focus on the routine and real experiences of service providers and users and their daily interactions.
2
Orim, S. M. "An investigation of plagiarism by Nigerian students in higher education." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/eb9fb4a1-0677-4c2a-accc-3024b21888b5/1.
Full textAbstract:
Plagiarism is a worldwide problem that is widely recognised in developed countries. There is increasing plagiarism awareness in developing countries such as Nigeria. Problems can arise when students with a low level awareness of plagiarism move from developing to developed countries for further studies. Given their previous academic background which differs from that of the western education system, some students contend with issues of plagiarism for most of the period of their study overseas. This thesis identifies a need to explore issues related to the Nigerian university system including Nigerian students studying in Nigerian universities and those travelling overseas for further studies. This investigation into student textual plagiarism was aimed at exploring the awareness, perception and attitude of Nigerian students to plagiarism. Furthermore, the research aimed to determine the types and causes of student plagiarism and Nigerian universities’ responses, policies, guidelines and prevention mechanisms. The thesis proposes a conceptual model for managing the occurrence of student plagiarism that can be consistently used across the Nigerian universities as an approach to the deterrence of plagiarism amongst students. A mixed methodology was adopted to harness the advantages of both qualitative and quantitative methods with a greater leaning on the qualitative data collected using a phenomenographic approach. Findings from this research confirmed the perceived occurrence of student plagiarism in Nigerian universities studied, showing that a significant proportion of students were unaware of the concept, and where they claimed awareness and understanding, their understanding was partial. This research revealed that the major causes of the perceived occurrence of Nigerian students’ textual plagiarism were associated with the students, staff, universities and the society. The thesis discusses these findings in the context of existing literature. Findings related to the students revealed issues in relation to the lack of: awareness, study skills, mastery of requisite academic writing skills, previous experience with virtual learning environments, mastery of information and communication technology skills. Findings also identified inadequate perception of the concept and inability to acquire and effectively transfer the skills from the learning outcomes of the ‘technical writing’ course offered in their first or second year to other courses offered. Issues identified in relation to the lecturers were: perception and disposition towards teaching the requisite skills, the degree of emphasis they placed on the concept, poor monitoring of the students’ use of the skills acquired and the type of roles they modelled. Regarding the institutions, issues identified were related to the academic learning environment. This was with respect to the: academic climate and culture, infrastructure, pedagogy, perception of the institutions’ views about the importance of plagiarism and institutional policies, procedures and guidelines on dealing with student plagiarism. On the part of the government, there were issues regarding inadequate financial commitment to the education sector. The proposed conceptual model for managing the occurrence of student plagiarism is designed around the findings of this research. Findings from the research impacted on the Nigerian universities in several ways, particularly in the area of raising student plagiarism awareness and highlighting the need for upholding academic integrity which has contributed to the recent adoption of Turnitin as a standard tool for checking text matching in 115 Nigerian universities.
3
Alabede, Yetunde S. "Higher Education and Identity Development of Nigerian Women - A Qualitative Study." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621887436247166.
Full text
4
Potokri, Onoriode Collins. "The academic performance of married women students in Nigerian higher education." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24364.
Full textAbstract:
My aim in this study was to understand and explain the academic performance of married women students in higher education. The study was conducted on married women students who are studying at higher institutions in Nigeria. A mixed research method was used. The study population was drawn from two higher education institutions – a university and a college of education. Focus group conversations and interview protocol were used to gather qualitative data, while a questionnaire and the academic results of participants were used to gather quantitative data. Data were analysed using constant comparative approach – the reported stories that emanated from the conversations with the research participants; the deduced meanings from the interview protocol; and the statistical testing of the generated hypothesis via t-test statistics and Pearson product moment correlation. The findings include the readiness of women students to narrate their experiences, and the hindrances cultural practices impose on their academic performance, amongst other things. This study uniquely reveals that the academic performance of women students in higher education in Nigeria differs between married women students and single women students. However, some women students in this study were satisfied with their academic performance while others were not. They blamed their academic performance on several factors including cultural practices, marital status, financial constraint and so forth. Apart from women students in higher education who were not satisfied with their academic performance, all women students who formed the sample, including those who considered their academic performance to be satisfactory, complained about cultural practices and their effect on academic performance. Despite their complaints, however, the majority of the women student participants in this study, both married and single, continue to support cultural practices. They said that cultural practices, including the ones that are considered harmful to higher education for women and their academic performance, should not be eradicated or changed, as they maintain that these practices make women truly responsible.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Education Management and Policy Studies<br>unrestricted
5
Olagbami, Abiola Olabisi. "Academic motivation and self-determination among three ethnic groups of Nigerian students." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604152.
Full textAbstract:
<p> The need related behavioral dynamics that are revealed in self-determination and academic motivation research control factors which pinpoint and examine settings that facilitate self-motivation and well-being. This study examined differences in motivational and self-determination behaviors among three ethnic groups of Nigerian university students using a sample of students attending the University of Ibadan. The research continues the dialogue of the role of ethnicity in the motivational and self-determination behaviors by focusing on Nigerian students. Lastly, the study expands the current literature on motivation and self-determination by adding a study focusing on Nigerian students. Twenty-one hypotheses were tested to answer five research questions in the study. The research questions addressed whether significant statistical differences existed in academic motivation scores of Nigerian students based on their ethnicities or whether the parents' level of education affected the students' motivation, or self-determination. The questions also explored any statistical differences in self-determination of students based on their ethnicities or if there were differences between self-determination and gender, scholarship status, or number of children. Lastly, the questions addressed if there were differences in the type of prerequisites for entry to University of Ibadan. There were no statistically significant differences in means of the three broad types of academic motivation and perceived choice scores on the SDS based on ethnicity, parents' level of education, gender, scholarship status, number of children each participant had, and the kind of entry examinations that were taken. There were statistically significant differences in the mean of awareness of self scores based on parents' level of education and scholarship status. There was also a statistically significant difference in the mean perceived choice scores on the SDS based on the number of children each participant had. There were no statistically significant differences based on students' prerequisites.</p>
6
Abdulraheem, Issa. "Changing scripts in Nigerian higher education : the case of Kwara State Polytechnic." Thesis, University of East London, 2013. http://roar.uel.ac.uk/1995/.
Full textAbstract:
The purpose of this thesis is to gain an understanding of the process of change in Nigerian higher education, adopting Kwara State Polytechnic as a case study. A research question was posed. How can we understand the process of change in Kwara State Polytechnic? This thesis wishes to explore this question through the interactions of people within an organisational setting as they produce patterned relations and action. Many writers (Akpan, 1987; Nwagwu, 1997; Adeniyi, 2001; Dike, 2002) have attempted to analyse change from different perspectives. The combination of structuration theory and neoinstitutionalism is proposed here, adopting the notion of scripts as a tool of analysis in studying organisational change. Scripts as a tool of analysis have been used in the developed world, which has a different culture from the developing world. They provide a valuable opportunity for research into the complexity of change, which the traditional stage models of change cannot adequately grasp because of the magnitude and complexity of change. I identified various scripts in admission processes in Kwara State Polytechnic. I discovered the nature of scripts used by participants in the case study during the entire period under investigation (1974-2010). While identifying eight different scripts at work, I categorised these into two: bureaucratic and flexible scripts. Through the use of scripts, several events were identified that brought about changes in scripted actions. Moreover, I identified different factors responsible for continuous change in scripts which made the scripts unpredictable. In doing so, I built on and extended the work of other authors including Barley and Tolbert (1997) and Dent and Barry (2004), who have analysed change in organisations by studying scripts in use to explain the impact of managerialism on professionalism in higher education. This research work contributed to the study of change management by critically examining the methodology used to study the institutionalisation process. The use of scripts, as a tool of analysis, enables researchers to understand the complexity of change.
7
Anyamele, Stephen Chukwunenye. "Institutional management in higher education : a study of leadership approaches to quality improvement in university management - Nigerian and Finnish cases /." Helsinki : University of Helsinki, 2004. http://ethesis.helsinki.fi/julkaisut/kay/kasva/vk/anyamele/institut.pdf.
Full text
8
Babatunde, Simeon Abiola. "The impact of entrepreneurship education on developing entrepreneurial graduates: a comparative study of similar Nigerian and UK higher education institutions." Thesis, Birmingham City University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695289.
Full text
9
Oshunkentan, Samson Oladele. "The Perceived Effect of Management Education on the Indigenization of Selected Nigerian Multinational Corporations." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331432/.
Full textAbstract:
The problem of this research concerned the perceived effect of management education on the indigenization of selected multinational corporations in Nigeria. The related purposes of the investigation were to analyze data from the respondents in multinational corporations, higher educational institutions and government parastatals to identify the differences and similarities that existed between the perceptions of general managers, managing directors, management educators, government officials, and final-year business administration students. Four areas addressed in the inquiry were to: identify the management training objectives for Nigerian higher education institutions, determine the perceived effect of management education on the indigenization of selected Nigerian multinational corporations, ascertain the increased number of Nigerians who assumed management positions between 1973 and 1984, and examine the perceived effect of management education on the job performance of the management education graduates.
10
Osigwelem, Kenneth Ugochukwu. "Exploring the application of profile theory based strategy for managing talent positioning in a Nigerian Higher Education Institution." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/8564/.
Full textAbstract:
Brain drain has been the main cause of academic staff attrition in Nigeria Higher Education Institutions which results in talent void. This circumstance has left HEIs to grapple with the challenge of managing the consequences of talent void among faculty in areas of course/module allocation, project supervision and recruitment of new talents to fill the vacuum occasioned by brain drain. This loss of experienced academics remains a challenge to institutions of higher learning in particular and often culminates in disruptive academic service delivery. In a proactive approach to manage the fallouts of talent void in HEIs, this research proposes a talent management strategy based on application of Profile theory to manage talent positioning in a higher education institution in Nigeria in order to cope with evolving workforce. The research specifically had its focus on three scenarios; talent recruitment, project supervision, and course/module allocation. The research used a mixed method of inquiry involving five departments in a single institution in which two sets of data were collected. The first set of data collection involved survey using questionnaire and interview. While simple descriptive statistics was used in analysing the questionnaire, Soft System Methodology was used in interpreting and analysing the qualitative data in order to gain rich contextual understanding of the problem situation. The second set of data collection involved anonymous artefact representing candidates’ attributes used for modelling candidates profile for capability and compatibility. The profile theory based talent management strategy was developed and evaluated using Importance-Satisfaction analysis model. Specifically, profile theory modelled candidates’ characteristics/attributes for talent identification and made distinctive talent identification where ties occurred based on capability and compatibility This research contributes to body of knowledge in two ways. First, it demonstrates how Talent Management approach can mitigate the impact of brain drain and other forms of employee turnover in HEI. Second, it also explores and demonstrates how profile theory tool can be applied in filling talent void and allocation of duties as a strategy for talent positioning within academic roles in a HEI.
11
Oluwaseun, Stella. "Understanding international student migration : the case of Nigerian Christian women students engaged in postgraduate studies in UK higher education." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35116/.
Full textAbstract:
This thesis explores the motivations and lived experiences of Nigerian Christian women engaged in postgraduate studies in UK higher education based on 20 semi-structured interviews. For this group of women, their educational quest abroad is happening at the phase in the normative life course when they are expected by Nigerian society to be wives as well as mothers. Such cultural expectations carry social sanctions for non-conformity. This thesis investigates the immense social pressures the women come under as their educational achievements are not considered as important as the fulfillment of their social roles in their home country, and the strategies/negotiations they engage in to gain and maintain support for their educational pursuit. Being that they are studying and living in an egalitarian society like the UK, the thesis also examines why the women remain attached to Nigerian patriarchal values. Using empirical data, the thesis attempts to challenge and critique the current debates on international student migration that portray it as an individualized process and international student migrants as a homogenous group. It argues that the participants’ motivations and migration experiences are gendered and embedded in social relationships and processes. Furthermore, the thesis claims that the set of women interviewees are not just engaged in academic study alone as the literatures tend to portray international student migrants, they are also family members (wives/mothers/daughters) and workers, who consciously juggle their multiple roles in an order that seems to prioritize their social roles above the rest. The thesis asserts that the women are not victims; rather they are agentic beings whose compliant attitudes to patriarchal gender structures and roles are rooted in their religious and cultural beliefs.
12
Odueze, Simon Amanze. "An Historical Review of Higher Education in Nigeria from 1960-1985 with Emphasis on Curriculum Development." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330799/.
Full textAbstract:
The purpose of this study was to review higher education in Nigeria from 1960-1985 with emphasis on curriculum development, to identify the changes that took place during that period, and to utilize those changes to evaluate the current state of Nigerian higher education. In order to fulfill the purpose of this study, answers were sought for six research questions.
Chapter 1 includes a statement of the problem, purpose of this study, research questions, background, and significance of the study. Chapter 2 presents information on the methods of gathering and analyzing data. Chapter 3 is a review of the background literature. Chapter 4 presents information on higher education and curriculum development 1960-1985, and Chapter 5 covers the Nigeria National Curriculum Conference of 1969. The findings, conclusions, and recommendations of the study are presented in Chapter 6.
13
Benna, Indo Isa. "Motivation for higher education of women from northern Nigeria." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1164/.
Full text
14
Agbeniga, Olaide. "Higher education student mobility in Africa : a passage to Nigeria." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58978.
Full textAbstract:
International student mobility is a growing expression of internationalisation. Research has shown that close to 3.7 million international students travelled across the borders of their own country to study in 2009, representing a 77% increase since 2000 (Organisation for Economic Cooperation and Development [OECD], 2011). Historically, the mobility was one-dimensional from South to North, but of late there is evidence of North-South and South–South mobility. Despite being viewed as victims of a brain drain, there is emerging evidence that there are some African countries that play increasingly vital roles in receiving the world’s top higher education students. It is within the context of this emerging evidence that this study examined the phenomenon of student mobility to Nigeria. This study addressed two main research questions, namely: Why do international students choose to leave their country of origin to study in Nigeria? How did international students in Nigeria choose the institution they are currently attending?
This study adopted a qualitative approach using semi-structured interviews and document analysis. The highest ranked public university and the highest ranked private university in Nigeria, according to the Webometrics ranking of 2015, were purposively chosen as the sites for the research. A total of thirty-five international students were involved in face-to-face interviews at both universities. Institutional documents as well as national documents - mainly from the National Universities Commission (NUC) – were consulted in collecting data. This study used the push-and-pull theory of migration to fully understand the phenomenon being studied.
The empirical findings reveal that international students are attracted to Nigeria and the two selected universities for reasons ranging from scholarship opportunities and quality of education offered by Nigerian institutions to parental influence in the choice of Nigeria and the institution at which they study. The study also gave an indication of the impact and influence of terrorism that could be seen as push factors in decisions to study in Nigeria. The study further highlighted the challenges students face both at national and institutional levels as well as making known the improvements that they would like to take place. It was also observed that regional hubs are an emerging trend of student mobility in Africa. It is believed that the recommendations made - if adopted - will go a long way towards enhancing internationalisation strategies for Nigeria and much more for the continent of Africa as a whole.
The study makes a contribution to the body of knowledge regarding the phenomenon of academic student mobility.
Keywords: Internationalisation; student mobility; Africa; Nigeria; push-and pull factors; regional hub; brain drain; international students; university and higher education.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>NRF<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
15
Osuman, G. I. A. "A comparative analysis of general education in institutions of higher education in Nigeria." Thesis, Keele University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374686.
Full text
16
Okafor, Theresa Udumaga. "External quality assurance in higher education : Nigeria and South Africa." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/34463/.
Full textAbstract:
What is quality assurance? What is the purpose of higher education and how does it affect the way quality assurance is carried out? What value can be placed on quality assurance and could it enhance a student’s learning outcome? This research takes a reflective and critical look at these questions amidst the disparagement of quality assurance and problems issuing from practice. Aside from definitional issues, quality assurance has not fulfilled its expected purpose, which for all intents hinges on compliance and improvement. It is hoped that understanding the prevailing interpretation of quality assurance by regulators, a better grasp of the controverted issues could emerge and a renewed understanding of the meaning of quality assurance stimulated. Using the methods of in-depth interview and analysing relevant documents, this thesis explored the extent to which quality assurance agents in Nigeria and South Africa engage with the epistemological basis of quality assurance. I highlighted deficiencies that offer compelling arguments for reforming the mechanism. I employed an emic and etic perspective and an interpretist approach underpinned by hermeneutics. Diametrically opposed to the essential nature of quality assurance are the external control of quality assurance and the mistaken view that quality assurance is the preserve of a particular group. Also dysfunctional is the endowment of quality assurance with attributes from industry such as appropriating the concepts of quality control and auditability. Where accountability dominates, emphasis on improvement is not given equal priority. Besides, focussing on compliance yields compliant sinners causing unethical behaviour and declining standards to be prevalent in universities and among students. Nonetheless, quality assurance is valued and has brought some improvement albeit extracted under duress. The internalisation of the essential nature of quality assurance, and not just quality as a seven –letter word or it misrepresentation as minimum standard, requires a more strategic approach. My original contribution to knowledge is the proposal of a mechanism for quality assurance, which is neither prescriptive nor presuming upon a political mandate. Embodying the scope of what quality assurance should entail, this mechanism crystallises the internalisation of quality assurance. It provides some clarification for quality assurance and offers a proposition for future research.
17
Arhebamen, Shammah. "Comparisons and contrasts between higher education in Ukraine and Nigeria." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18477.
Full text
18
Solanke, Oluwole. "Organizational effectiveness in higher education : a case study of selected polytechnics in Nigeria." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/367989/.
Full textAbstract:
This study compares perceived organisational effectiveness within polytechnic higher education in Nigeria. A qualitative methodology and an exploratory case study (Yin, 2003) enable an in-depth understanding of the term effectiveness as it affects polytechnic education in Nigeria. A comparative theoretical framework is applied, examining three polytechnic institutions representing Federal, State and Private structures under a variety of conditions. Data was based on triangulation comprising fifty-two (52) semi-structured interviews, one focus group, and documentary evidence. The participants in the study were the dominant coalition in the institutions comprising top-academic leaders, lecturers, non-academic staff, and students. Every campus was visited during the fieldwork, which was conducted over a period of more than eighteen months. The study combines prescribed and derived goal approaches for understanding organisational effectiveness and the Competing Values Model (CVM) was used as a theoretical framework, and ten effectiveness criteria were evaluated comprising; staff training and development, remuneration, campus human relations, ability to acquire resources, physical infrastructure and equipment, accreditation, strategic planning, accountability, internal resource allocation, and information communication technology. The study showed eighteen similarities and twenty-seven differences between the criteria, as evaluated under the prescribed goal approach. Under the derived goal approach, the study revealed that for effectiveness to triumph in polytechnic higher education institutions in Nigeria, the five goals derived from the participants’ interviews and focus group, which are of societal benefits require government intervention on policies: involving upgrading polytechnic institutions to university status as was done in the United Kingdom (UK) several years ago; eliminating the level of corruption in the country; offering a lasting solution to the inadequate and irregular supply of electricity that affects the general populace; the establishment of a single higher education Funding Council to run the affairs of higher education in the country; and an end to discrimination against polytechnic graduates in the labour market. The study is of great importance to the dominant coalition as the effectiveness of polytechnic institutions would bring satisfaction to their role as major stakeholders, and immensely contribute to the economic growth and development, which will in turn affect the whole of Nigerian society. The study concludes with a number of recommendations to the system’s stakeholders: academic leaders, employers of labour, students, and policymakers working in polytechnic higher education in Nigeria.
19
Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.
Full textAbstract:
Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.
20
Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.
Full text
21
Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665814.
Full textAbstract:
<p> Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time. </p>
22
Olowoake, M. A. O. "A theoretical framework to support facilities maintenance management of higher education institutions buildings in Nigeria." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/35209/.
Full textAbstract:
The processes required in maintaining Higher Education Institutions (HEIs) buildings, and to retain their services and facilities to an acceptable standard in Nigeria is being undermined by insufficient maintenance budget and lack of strategic planning. The aim of the study is to develop a new theoretical strategic framework to support Facilities maintenance management of Higher Education Institutions facilities in Nigeria. The key objectives of the study include: investigating the current theoretical approaches to facilities maintenance management, evaluating works and services departments’ constraints in relation to procurement strategies, maintenance methods, maintenance budgets, post occupancy evaluations, project quality control, sustainable programme, and the influence of culture on project execution. Others objectives include: developing a strategic framework to support facilities maintenance management, and validating its effectiveness and the efficiency. The scope of the study is focussed on the general maintenance of all building elements; services provided in the selected twelve HEIs in south west of Nigeria. The study adopted a mixed method research strategy by conducting series of semi-structured interviews with the directors of works and services of the selected HEIs, and a questionnaire survey of the 36 Technical Officers from the selected HEIs in Nigeria. The qualitative and quantitative data collected were analysed by using thematic analyses and multiple regressions respectively. The findings of the thematic analyses of the interviews reveal that, there was a general shortage of financial resources that allow keeping of backlogs of maintenance and repairs of HEIs buildings across both the federal and state HEIs. The work identified that, the following factors have caused majority of the backlogs of maintenance: low level of overall maintenance budget, delays in releasing cash (maintenance funds), lack of the adoption and use of planned prevent maintenance method, a shortage of in-house technical staff, and the absence of maintenance programmes and maintenance schedules. In addition, the findings of the questionnaire survey identified the largest and the strongest among the variables used (Predictor-Maintenance Budget), it determines the effectiveness and efficiency of the framework to about 58%, and determines at which level, that the smallest and less stronger variables can join together with the largest and strongest variable to make the framework effective in the facilities maintenance management of HEIs facilities in Nigeria. The findings further reveal that: majority of the HEIs works and services departments do not have full complements of technical staff, so they outsource most of their maintenance projects; most HEIs works and services departments do not have maintenance budgets; where the budgets are in place, they do not adopt appropriate techniques for data collection. In most HEIs sampled, the major defects are often caused by long delays in releasing maintenance cash. Other challenges include: use of inappropriate maintenance methods; lack of establishment of a project control unit within the works and services department; inability to prepare and use maintenance control toolkit; over reliance on complaints from the facilities users instead of carrying out post occupancy evaluations; and lack of adequate programmes to maintain the built environments under their management. A framework was subsequently developed to address the challenges and shortcomings discovered through interviews and the questionnaire survey. The key element of the framework is based on the extensive literature review and is the further validated through a series of interviews with senior technical officers from eight out of the twelve HEIs sampled. The interviewees agreed that the framework is valid, adaptable, and will make facilities maintenance management of HEIs facilities in Nigeria cost effective, efficient in running, and ensures the achievement of project quality control and project deliveries in a timely fashion. Key words: Backlog, budget, environment, sustainable, procurement, maintenance and quality.
23
Shinkut, Martins Bulus. "Job satisfaction of full-time business faculty of higher education institutions in Kaduna State, Nigeria /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901279.
Full text
24
Olaore, Israel Bamidele. ""Integrating Faith and Learning at a Private Christian University in Nigeria: Patterns of Institutionalization"." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194226.
Full textAbstract:
Institutionalization of curricular or pedagogical innovation or reform occurs at three different levels in an organization, the regulative institutionalization which occurs as compliance by expediency, normative institutionalization which occurs as compliance by moral or legal appropriateness and cognitive institutionalization which occurs as compliance by conceptual correctness. The cognitive level is most the desirable because at that level the values and norms of the organization are manifested in the beliefs and behaviors of individuals in the organization.This research study examined the patterns of institutionalization of integration of faith and learning as a curricular and pedagogical model among faculty members at a private Christian liberal arts university in Nigeria, West Africa. Five patterns of integration of faith and learning emerged from the study compared to eight patterns of institutionalization that emerged in a similar study of four religious research universities in the United States by the team of Ream, Beaty and Lyon (2004). The findings suggest that the level of institutionalization manifested and perceivable in the Nigerian study is at the regulative institutionalization level due to the fact that the beliefs and the behaviors of the faculty members are non-congruent to the expected beliefs and behaviors compatible with the institutionalization of the integration of faith and learning curricular and pedagogical model. Even though the 'fear of God' emerged as one of the dominant themes articulated by some of the faculty members in the study, four other emergent themes articulated the need to find a balance between religious integration and academic excellence. The findings suggest Seventh-day Adventists faculty members struggle between the need to subscribe to the fear of God as a measure for integration and the need to maintain a separation between faith and learning for objectivity in the academy. Being a Seventh-day Adventist male lecturer over the lecturer II rank was found to be a dominant factor in the institutionalization of the integration of faith and learning curricular model at a regulative level at the institution in the study.
25
Oghu, Comfort Fubara. "Principals' Perceptions of Student Performance on the Nigerian Senior Secondary Certificate Examination." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3315.
Full textAbstract:
Failure of high school students on the Senior School Certificate Examination (SSCE) in Nigeria is severely limiting the number of students qualified to enroll in college. The purpose of this multiple case study of 6 high schools in southern Nigeria was to describe principals' perceptions of student performance on the SSCE and the principals' influence on school climate, teacher expectations and approaches, and student performance. The theories of reasoned action and planned behavior provided the framework for the study. The research questions focused on the extent to which principals developed and sustained a school climate that supported positive outcomes. Qualitative data on principals' perceptions were gathered using semistructured interviews with 48 lead teachers and 6 principals. Data derived from textual transcripts, document reviews, and the results of a cross-case analysis were categorized and developed into themes such as student-related issues, family socio-economic status, and the education system. The results showed students' socio-economic challenges and principals' concerns about the SSCE. Effective principal leadership and positive school climate were essential to enhancing teacher expectations and approaches and were linked to improved student performance in high-performing schools. These findings and implications can inform professional development programs for principals that emphasize a holistic approach, support students' socioeconomic experiences and academic needs, and gather parents' views on best practices. The potential for social change includes improved principal leadership and contributes to higher achievement on the SSCE and increased college enrollment.
26
Adediji, John Oluwole. "An exploration of leadership practices: a case study in a public high school in Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001955.
Full textAbstract:
The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
27
Itaman, Theophilus Idebaneria. "School Leadership in a High Performing Rural Catholic School in Nigeria." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4294.
Full textAbstract:
Researchers have observed that effective leaders are essential to achieving and sustaining high student achievement in disadvantaged poor rural areas. Poor leadership may negatively influence the academic performance of students. The poor performance of students in disadvantaged rural areas has been a continuous concern for Catholic educators in Nigeria. The purpose of this study was to gain an understanding of the leadership practices that a rural Catholic school principal implemented to improve the academic standards in a disadvantaged environment in Nigeria. This qualitative case study sought to explore the practices of a principal in a Catholic school in the Diocese of Auchi that have improved student performance significantly in a disadvantaged rural area. Leithwood and Riehl's core leadership practices framework served as a conceptual basis for understanding the leadership practices of an effective school principal. The collection of data was through semistructured interviews with 12 participants (principal, 6 teachers, and 5 parents), a focus group with 5 teachers, field notes from direct observations, and documents from the school. Data analysis was thematic and flexible as guided by an interpretative framework. The findings suggest that Catholic school principals in disadvantaged areas need to set direction, have professional development for teachers, focus on the teaching and learning, and create an enabling climate with a positive culture, building Catholic character, good relationships, and stakeholders' collaboration. This study may contribute to positive social change in building best leadership practices in helping students learn in the midst of poverty, sustaining and improving student academic achievement.
28
Imoni, Raphael Isibor. "Leadership distribution in government secondary schools in Nigeria : fact or fiction?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51759/.
Full textAbstract:
There are established notions about the importance of distributed leadership in school leadership practice. Theory and research on this currently popular leadership model mostly emanate from western contexts, notably Australia, UK and the USA. It has been portrayed as an emergent model, with professionals choosing to initiate leadership in schools and classrooms. It is closely linked to teacher leadership, because distribution invariably involves teachers. This thesis focuses on leadership practice in selected secondary schools in Nigeria, from a distributed perspective. It is based on research in Edo state, using a multiple case study design. Nigeria has a centralised education system and schools tend to have a typical hierarchical structure. This raises the question about whether and how distributed leadership can operate in such a hierarchical context. The findings show that distribution occurs in the four case study schools but that it is largely allocative, rather than emergent, with school principals allocating tasks and, to a lesser extent, roles, to teachers and leaders. The case studies indicate that hierarchical distribution of school leadership can be accomplished through such allocative distributed leadership, with distribution occurring to those who occupy both formal and informal leadership roles. The research raises questions about the differences between this mode of distribution and established notions of delegation and explores this distinction. The thesis examines a globally significant leadership model and applies it to the under-published context of Nigerian secondary schools. The research is likely to be relevant to other centralised systems considering whether and how to adapt their leadership and management practice.
29
Smith, Theodore Rachel Folafunke. "Transformational leadership and student outcomes : evidence from Rivers State, Nigeria." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50904/.
Full textAbstract:
Despite the widely accepted theories on transformational leadership and its impact on student outcomes, in the West, much less is known about this model in developing countries, including Nigeria. This study explored how learners' outcomes are affected by transformational leadership in Rivers State. The research mapped the prevalent leadership styles to see whether, and to what extent, they illustrated any components of transformational leadership, using Bass’s six transformational leadership (TL) measuring instruments. This exploratory study adopted a mixed-methods approach to investigate this phenomenon, with a multiple case-study design, in five schools from the rural riverine and urban communities of Rivers State, Nigeria. Learners' attainments were examined using a documentary approach while principal and teacher perspectives were obtained via semi-structured interviews. Existing Western theories relating to transformational leadership were confirmed, contradicted, modified, and extended, in this African context. The findings revealed that transformational leadership in Rivers State shares some similarities with Western research and literature but also exhibits certain dissimilarities. The research confirms the growing recognition that leadership theories and models need to be adapted when applied to new, and developing, contexts.
30
Maduagwu, Samuel Nwankwo. "Job Satisfaction of Secondary School Principals in the Rivers State of Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331272/.
Full textAbstract:
This study addresses these questions: (1) What is the relationship between secondary school principals' job satisfaction and their ages, educational level, salary, and years of experience on the job, size of school, and location of school? and (2) What is the relationship between two instruments that measure job satisfaction--The Job Descriptive Index (JDI) and The Job in General (JIG).
31
Ejimofor, Francis O. "Principals' transformational leadership skills and their teachers' job satisfaction in Nigeria." Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1202235575.
Full textAbstract:
Thesis (Ph.D.)--Cleveland State University, 2007.<br>Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 97-108). Available online via the OhioLINK ETD Center. Also available in print.
32
Dokun-Mowete, Christine Adekemi. "Using Multi-Theory Model to Predict Low Salt Intake - Nigerian Adults with Hypertension." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4279.
Full textAbstract:
Hypertension is a chronic non-communicable disease and a major risk factor for cardiovascular diseases, renal malfunction, disability, and premature death. One of the public health recommendations for the management of hypertension is the reduction of sodium/salt intake. There is need to develop and implement new evidence-based theoretical interventions to initiate and sustain behavior change in health education and promotion. Therefore, the quantitative cross-sectional method and design was used to investigate the adequacy of multi-theory model (MTM) constructs for the initiation and the sustenance of low sodium/salt intake behavior in hypertensive Nigerian adults. In addition, the impact of the MTM (initiation) constructs on actual salt/sodium intake was evaluated to validate self-reported behavior. A convenience sample of 149 consenting Nigerian adults with hypertension and of ages 20 to 60 years, self -administered the valid and reliable 39-item MTM instrument. The findings of confirmatory factor analysis showed construct validity of subscales for the initiation and sustenance model. All items loading for the two models were significant, p < 0.001. Multivariate regression analysis revealed 40.6% of the variance in initiating the consumption of low salt diets explained by advantages outweighing disadvantages, behavioral confidence, and changes in physical environment. About 41.8 % of the variance to sustain the intake of low salt diet was explained by emotional transformation, practice for change, and changes in social environment. The results justified the predictive role of MTM and adequacy of its utility to build evidence-based health education programs and interventions to address the health need of people with hypertension and contribute to social change in the country.
33
Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
Full textAbstract:
Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
34
Anunkor, Elizabeth Ijeoma Alozie. "School-business partnership : a study of the perspectives of secondary school principals and business executives in Nigeria /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1178961x.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation Committee: Susan Otterbourg. Includes bibliographical references (leaves 169-175).
35
Adelakun, Sariat Ajibola. "An exploration and development of teaching resources to better include students with visual impairment in science and mathematics classes in South-Western Nigeria : an action research study." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7544/.
Full textAbstract:
The study was concerned with access to science and mathematics curricula by students with visual impairment (SVI) in South-Western Nigeria. The main study adopted an action research approach. Six initial stakeholder ‘search conferences’ were organised to understand the nature and extent of the problem. They revealed evidence of inadequate accessibility to science and mathematics education by SVI due to unavailable resources and personnel. This led to the development of teaching resources and approaches (‘STEM Kit’ and the use of ‘Talking LabQuest’) and the trialling of these approaches in two selected study schools. Data were collected through classroom observation and teacher and student interviews. Findings show that the approaches enabled access of SVI to science and mathematics at a comparable level with their sighted peers, which brought about immersion in, and engagement with learning. With the multisensory teaching resources, SVI and classroom sighted teachers learn and teach with reduced specialist teacher involvement. The intervention positively challenged local views and practice regarding curriculum access and SVI and offers examples for improved provision of relevant resources and training for staff to better support SVI independence and inclusion. This study showcases the uniqueness of action research in empowering all participants to bring about change.
36
Ashong, Carol. "Brazilian And Nigerian International Students’ Conceptions Of Learning." 2014. http://scholarworks.gsu.edu/epse_diss/100.
Full textAbstract:
The growth, benefits, and challenges of international students in higher education provide compelling reasons to closely examine the social, cultural, and introspective aspects of learning for this population. One area of research that provides insight into the learning experiences of international students is investigations on conceptions of learning. Previous research has found that conceptions of learning guide primary beliefs, experiences, interpretations, and outcomes of learning. Conceptions of learning also provide insight into the ways students choose to approach learning and influence how they interact with courses, classroom environment, teachers, and peers (Marshall et al., 1999). However, research on conceptions of learning has predominantly been with students from Europe, North America, Australia, and Asia with little attention on other geographical locations such as Africa and South America. The purpose of this study was to examine Brazilian and Nigerian international students’ conceptions of learning while enrolled in an American university. No study to date has investigated Brazilian and Nigerian students’ conceptions of learning within the context of the United States, and no other research has examined both groups within the same study. Reflective diaries and interviews reveal an awareness of learning as a process not limited to inside the classroom. Clear themes emerged from both Brazilian and Nigerian students’ regarding their conceptions of learning and what constitutes good teaching. Importantly, findings of this study indicate differences and similarities between Brazilian and Nigerian students’ ideas about learning and actual learning experiences. Participants generally characterized their learning experiences as challenging and the process of adaptation as difficult. Findings of this study provide valuable information to instructors and international programs regarding academic support and assistance for two growing international populations on American campuses, Brazilian and Nigerian students.
37
Oyetunde, Joseph Oye. "Influence of Facebooking and social media use on academic performance among Nigerian undergraduate social sciences students." Diss., 2017. http://hdl.handle.net/10500/22698.
Full textAbstract:
Text in English<br>Anyone using the Internet is likely to use Facebook and anyone using Facebook is likely to use it just about every day. The prevalent uses of the Internet and related technologies is a sign-showing that they have become a part of human life. On any student’s academic side of life, the use of social media (taking Facebook as a case) has become commonplace, but their influences over the academic engagement and performance of students requires deeper understanding. In Africa, the need for studies on the interplay between social media and education is growing. This study focuses on the influence of Facebook on the academic performance of undergraduate social sciences students using three federal Universities in Nigeria, West Africa as research sites. The study shows that Facebook use did not significantly influence the academic performance of the surveyed students at these universities and that its use can, however, be harnessed for augmenting student academic performance and for advancing education in general.<br>Sociology<br>M.A. (Sociology)
38
Ani, Okon Edet. "Accessibility and utilization of electronic information resources for research and its effect on productivity of academic staff in selected Nigerian universities between 2005 and 2012." Thesis, 2013. http://hdl.handle.net/10500/13057.
Full textAbstract:
The study investigated the effect of accessibility and utilization of electronic resources by academic staff on productivity at the University of Calabar and the University of Ibadan, Nigeria. In order to determine the effect of accessibility and utilization of e-resources on productivity of academic staff, a lone hypothesis was formulated thus: there is no significant correlation between accessibility and utilization of e-resources and productivity of academic staff in Nigerian universities. The study adopted quantitative approach as research paradigm; with survey and bibliometrics as research methods. Questionnaire was used as the primary instrument for data collection on accessibility and utilization of e-resources and productivity of academic staff in the study. The population of 2035 academic staff and sample size of 586 academic staff were used for the study, and a response rate of 55.29% was obtained for data analysis. The data for the study were analysed with SPSS. The finding of the study revealed that there is significant correlation between accessibility and utilization of e-resources and productivity of academic staff at the surveyed universities (r=0.135; p=0.004), especially at the level of international publication (r=0.158; p=0.004). The study concluded that there is a positive effect due to accessibility and utilization of e-resources on productivity at the surveyed universities. Further findings of the study revealed a low level of electronic information environment at the surveyed universities in relation to global practices; although, the University of Ibadan was found to have a better electronic information environment than the University of Calabar. The result from questionnaire survey revealed that the University of Calabar was more productive than the University of Ibadan; the converse was obtained with bibliometric analysis as the University of Ibadan was found to be more productive than the University of Calabar. From the findings of the study the influence of demographic variables (discipline, gender, age, education and professional rank) on accessibility and utilization of e-resources was not significant at the surveyed universities. The study recommended increased investment in ICT facilities at the surveyed universities to promote increase in accessibility and utilization of e-resources by academic staff in research.<br>Information Science<br>D.Litt et. Phil. (Information Science)
39
Enwemnwa, Mabel Osodi Nonyem. "Women's access to higher education in Nigeria the case of (former) Bendel State /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/31138066.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1993.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 256-262).
40
Lawal, Victoria Ladi. "A contextual study of the information literacy of aspirant barristers in Nigeria." Thesis, 2012. http://hdl.handle.net/10413/8683.
Full textAbstract:
This study investigated the information literacy of aspirant barristers in Nigeria and examined the steps undertaken to restructure the legal education system in Nigeria. It explored the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice in Nigeria.
The theoretical framework that underpinned the study was derived from the application of Kuhlthau’s (1993) Information Search Process (ISP) and Byström’s (1999) theory of Information Activity in Work. Kuhlthau’s model was relevant for investigating issues of uncertainty in the information seeking behaviour of the aspirant barristers and further confirmed the empirical validity of the model in the educational and workplace contexts. Byström’s theory was also valuable in analysing problems of task complexity experienced by the aspirant barristers in information use.
The study employed a case study method; the data collection process involved the administration of questionnaires to the aspirant barristers and law firms to which they were assigned for vocational training. A mixed method approach was used to provide complementary insights to the findings of the study. Key findings from the study were supportive of the importance of information literacy as being central to the development of professional competence of the aspirant barristers which can be achieved through re-structuring the teaching methods and curricula of the Nigerian Law School. Outcomes from the study also pointed to a need for greater collaboration between the legal education system and the legal profession in narrowing the gap between the teaching and practice of law in Nigeria. Collaboration with academic librarians and legal information specialists is also necessary with respect to the role that these two groups can play in the design and implementation of an information literacy framework for the legal education system in Nigeria.
The study makes recommendations for the adoption and integration of information literacy as a conceptual framework into the curriculum of the Nigerian Law School. In this way skills training can be enhanced. The information literacy model, designed as part of the recommendations from this study, provides guidelines for the various processes by which a teaching model that is unique to the context of the legal education system in Nigeria can be developed, tested and implemented.<br>Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
41
Fakinlede, Charity Onovughakpo. "“Greater Access to Higher Education through Communication Technologies in Sub-Saharan Africa: E-Learning Readiness of Distance Education Students in Nigeria”." 2012. http://hdl.handle.net/10791/19.
Full textAbstract:
This concurrent mixed methods study sought to determine e-learning readiness by distance education students in Nigeria based on their level of communication technology usage and perceptions of distance education delivery methods, and comparing learning experiences via the Internet and via study centre methods in Nigeria. This exploratory study using quantitative survey instrument measured the current levels of students’ technology usage, while qualitative interview instrument was used to examine students’ perceptions, attitudes and experiences of communication technology by distance education students in Nigeria. The results of this study reported high communication technology usage based on the high level of smart phone ownership and Internet browsing, high level of personal computer usage, high level of internet social networking, and high positive response for online learning, among other positive indicators. Consequently, the research findings seemed to indicate that distance education students surveyed are highly enthusiastic and are ready for e-learning in Nigeria.<br>2012 - June
42
Shaba, Christiana Oluleye. "An evaluation of individualized instruction as used in the Accelerated Christian Education curriculum in Plateau State, Nigeria." Diss., 2013. http://hdl.handle.net/10500/14320.
Full textAbstract:
The dissertation is focused on exploring the aspects of the Accelerated Christian Education curriculum that shows its individualized nature.
The aim of the study was to explore individualized instruction from the view of the ACE program with a view of possible recommendation for use on a wider scale in Nigerian schools. This was considered because of the several lapses identified in the present Nigerian education program.
The research explored other teaching and learning methodologies to establish commonality and assess if indeed the programs form of individualization is related to any existing form.
Interviews were conducted to get the experiences of students and supervisors who are using the program.
Recommendations were made for consideration to the users of the program on the strengths and weaknesses examined and suggestions for possible improvement given based on the responses of the research participants.<br>M. Ed. (Didactics)
43
Onwenonye, Cletus. "An assessment of the factors affecting implementation of vocational technical education programmes in higher institutions in Delta State, Nigeria." Thesis, 2021. https://arro.anglia.ac.uk/id/eprint/706991/1/Onwenonye_2021.pdf.
Full textAbstract:
The study investigates the stakeholders’ views on factors affecting effective implementation of the Vocational Technical Education (VTE) programme in Delta State, Nigeria. The purpose of the VTE programme is to equip its recipients with knowledge and skills needed to function in the world of work to meet the needs of society. Literature has indicated a gap between the skills possessed by VTE graduates and those needed in the labour market, which is affecting the graduates’ service delivery. The study is therefore conducted to see how VTE trainees should be equipped with the skills required in the labour market, thereby bridging the existing skill gap.
Mixed methods research was adopted in the investigation of the study. Interviews and questionnaires were used as instruments for data collection. The data collected from the 74 respondents of the study were thematically analysed using NVIVO. The findings reveal the factors affecting the delivery of the programme to include inadequate facilities, insufficient funds, poor planning and implementation, misconception, inadequate curriculum, inadequate training and retraining of instructors, misconception of the programme by the members of the society and low enrolment. The factors were perceived by the respondents of the study to be affecting the performance of the graduates of the programme.
The study concluded with a suggested adoption of the integration of the practical training of the trainees in the industries with their theoretical training in their various institutions, diversification of sources of funding, involvement of stakeholders in the monitoring and supervision of the programme implementation, proposed designed model for effective delivery of the programme, and proposed extension of Prosser’s Sixteen Theorems to support the delivery of effective vocational technical education programmes.
44
Ekoh, Ijeoma. "High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview." Thesis, 2012. http://hdl.handle.net/1807/33647.
Full textAbstract:
This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.
45
Ojo, Gbemisola Motunrayo. "Reflective-reciprocal teaching strategy on student teachers' academic achievement and attitude." Diss., 2015. http://hdl.handle.net/10500/20135.
Full textAbstract:
Economics as a subject is one of the sciences that is required for any nation's development, but its teaching and learning has not being easy, which has resulted in poor student achievement. In search of solutions, this study has considered the reflective-reciprocal teaching technique and investigates its effectiveness on student teachers' academic achievement and attitude in the subject. Four Null hypotheses were formulated to guide this study. The study adopted the quantitative method of inquiry, using specifically a pre-test, post-test quasi-experimental design. Three Colleges of Education out of 22 federal Colleges of Education in Nigeria were purposively selected based on certain criteria to be the sites for the study. The sample for the study consisted of 178 second year Economics student teachers; the participants were randomly assigned to an experimental group or a control group. The pre-test scores of the participants was obtained using achievement test, numerical ability test questionnaire. Participants in the experimental group were exposed to six weeks of teaching using the reflective-reciprocal teaching strategy while participants in the control group were exposed to the traditional method of teaching. The quantitative data collected was analyzed using descriptive statistics in the form of proportions, frequencies, means and standard deviations, independent t- tests and paired t-tests to compare differences between two groups, Analysis of Covariance (ANCOVA) and ANOVA for repeated measures. The Multiple Classification Analysis (MCA) aspect of ANCOVA was used to determine the magnitude of the performance of the groups. The findings of the study show that there exists a significant difference in the achievement of student-teachers in Economics when taught using reflective-reciprocal teaching strategies compared to the conventional method. Based on the findings of this study, it is recommended that Economics student teachers should make effective use of reflective-reciprocal teaching strategies in the classroom in order to further enhance the achievement of their students in the subject. In addition, the Federal and States Ministries of Education should encourage the use of the reflective-reciprocal teaching strategies by organizing workshops for educational trainers and teachers to better equip them in the use of the reflective-reciprocal teaching strategy. The use of reflective-reciprocal teaching strategies should be encouraged in other teaching subjects as well.<br>Curriculum and Instructional Studies<br>M. Ed. (Didactics)
46
Onwuchekwa, Edeama Oyidiya-Onyike. "Information literacy and lifelong learning in the National Open University of Nigeria." Thesis, 2017. http://hdl.handle.net/10500/22484.
Full textAbstract:
This study was conducted at the National Open University of Nigeria (NOUN) and it considered the information literacy and lifelong learning skills of the students in the University. The National Open University is an Open and Distance Learning (ODL) system that encompasses education for all, education for life, lifelong learning, life-wide education, adult education, mass education, media-based education, self-learning and part-time studies. The ability to recognise the need for the available information, retrieve, evaluate and use this information is a hallmark towards the direction of information literacy in any society. Developing lifelong learners is central to the mission of higher education institutions like universities, especially for distance learners.
The purpose of the study was to investigate information literacy skills amongst the students in the National Open University. This study utilized the case study method of quantitative research mixed with a qualitative strand in its data collection process. The dominant quantitative approach (questionnaire) was used to investigate the information literacy and lifelong learning skills of the students in the National Open University whilst the qualitative approach (interview and document analysis) was used to collect qualitative data needed to clarify areas that were not adequately covered in the quantitative data collection phase. This study used the questionnaire, interview and document analysis as its data collection methods.
The study was conducted in five selected study centres out of the seventy-two centres of the National Open University. This study utilized the Krejcie and Morgan (1970) formula, where the sample size of 384 was chosen because the total number of the sampled students’ population was 170 830. From the quantitative perspective of the study, data analysis involved the use of simple frequency and percentage distribution, mean, median and standard deviation. The descriptive statistics were generated on all the variables in the instrument and this was accomplished with the aid of a computer software programme known as the Statistical Package for Social Sciences (SPSS) version 20. A thematic method of data analysis was used for this qualitative strand of the study.
The results of the study revealed that the information literacy library facilities available at NOUN were course materials and University websites. The study confirmed that there were no facilities in relation to information literacy development in all the schools and there was no form of information literacy integration curriculum in the University. The study established that there were no information literacy programmes put in place to support, promote and create awareness of information literacy for lifelong learning and no methods were put in place to assess or measure the information literacy competency levels of the students in the National Open University of Nigeria. The study revealed that the link of collaboration between the academics in the school and the professional librarians was weak and not coordinated.
The documents analysed brought to light information that provided insights on information literacy development in the University. In the documents analysed, University documents were in place concerning information literacy development but these resources only stated in print, the development processes towards information. The results of the study revealed that there was still so much work to be done with regards to the implementation of policies by the University management and staff towards information literacy development. The students in the University also have a role to play in developing their information literacy skills for lifelong learning.
A recommendation that was made from this study was for the University management to integrate information literacy to become part of the university curriculum for all students. Information literacy (IL) policies should be formulated and channelled to support IL education in the University so that students will attain the necessary competencies and skills needed to access, process and assess information. Arising from the results gained from this study, it was recommended that information literacy educators should be trained in the area of information resources and ICT in order to enhance job performance. There is a serious need for the University to engage the librarians through regular training and re-training through professional development workshops. The library staff in conjunction with the Information and Communication Technology (ICT) unit of the University should create seminars and workshop for students and staff towards the improvement of information literacy instruction. For effective IL implementation in a distance learning environment, the University should work towards developing an information literacy course that is designed for asynchronous online delivery. A further empirical study on the development and implementation of information literacy skills for students in the University is also recommended.<br>Information Science<br>D. Litt. et Phil. (Information Science)
47
Sadare, Oluseye Folasayo. "Exploring how location and gender influence the performance of students in physics (a case study of Akure South Local Government Area, Ondo State Nigeria)." Diss., 2018. http://hdl.handle.net/10500/26867.
Full textAbstract:
Abstract in English, Afrikaans and Zulu<br>This study explored how location and gender influence the performance of students in Physics in Akure South Local Government, Ondo State, Nigeria. The sample consisted of four schools randomly selected from the co-educational schools in the public schools. Data were collected through interviews, classroom observation, focus group interviews of the students and documents obtained from the school principals on students’ academic performance in the West African Senior Secondary Certificate Examination (WASSCE) from 2011-2015. The validity and the reliability of all these instruments were established. The data obtained through interviews were interpreted qualitatively. The documents obtained from the selected schools were also analyzed. The results of the study revealed that the urban students perform better in Physics than the rural students. The study also revealed that the gender of the students affects their performance in Physics with male students performing better than female students. Frantic efforts should be made to ensure conducive learning environment and equivalent learning opportunities to both male and female students.<br>Hierdie studie ondersoek hoe plek en geslag die prestasie van studente in Fisika in die Akure Suid-plaaslike regering, Ondo-staat, Nigerië, beïnvloed. Die steekproef het bestaan uit vier skole wat lukraak gekies is uit die mede-opvoedkundige skole in die openbare skole. Data is ingesamel deur onderhoude, klaskamerwaarnemings, fokusgroeponderhoude van die studente en dokumente wat van die skoolhoofde verkry is oor studente se akademiese prestasie in die Wes-Afrikaanse Senior Sekondêre Sertifikaat-eksamen (WASSCE) vanaf 2011-2015. Die geldigheid en betroubaarheid van al hierdie instrumente is vasgestel. Die data wat deur onderhoude verkry is, is kwalitatief geïnterpreteer. Die dokumente wat van die geselekteerde skole verkry is, is ook ontleed. Die resultate van die studie het getoon dat die stedelike studente beter in Fisika verrig as die landelike studente. Die studie het ook onthul dat die geslag van die studente hul prestasie in Fisika beïnvloed, met manlike studente wat beter presteer as vroulike studente. Vreemde pogings moet aangewend word om bevorderlike leeromgewing en gelykwaardige leergeleenthede vir beide manlike en vroulike studente te verseker.<br>Lolu cwaningo luhlolisise ukuthi indawo kanye nobulili bathonya kanjani ukusebenza kwabafundi e-Physics e-Akure South Local Government, e-Ondo State, eNigeria. Isampula lalinabashumayeli izikole ezine ngezikhathi ezikhethiwe kusukela izikole co-ezemfundo ezikoleni zikahulumeni. Idatha abangu eziqoqiwe ngokusebenzisa izingxoxo, ekilasini observation, izingxoxo somnqopho sokufundisa isiqhema lwabafundi futhi imibhalo etholakala othishanhloko esikoleni ekusebenzeni abafundi 'academic eNtshonalanga Afrika Senior Secondary Certificate Examination (WASSCE) kusuka 2011 kuya ku-2015. De geldigheid en de betrouwbaarheid van alle deze instrumenten efen-widegesteldeld. Imibuzo yezintambo ze-data verkregen yesikhala esiphezulu se-geïnterpreteerd. De dokumenter fra de udvalgte skoler blev også analysisret. Imiphumela cwaningo lwembula ukuthi abafundi ezisemadolobheni basebente kancono Physics ngaphandle abafundi basezindaweni zasemakhaya. Lolu cwaningo lwembula nokuthi ubulili abafundi Ithinta hun ukusebenza Physics ne abafundi besilisa kokwenza Ukuze ungcono abafundi besilisa nabesifazane. Imizamo eqondile kufanele kwenziwe ukuze kuqinisekiswe imvelo yokufunda kanye namathuba okufunda okulinganayo kokubili abafundi besilisa nabesifazane<br>Science and Technology Education<br>M. Ed. (Specialization in Natural Sciences)
48
Anyaelesim, Chioma Mirian Paschaline. "Factors contributing to depression in adolescent admitted in a psychiatric hospital." Diss., 2019. http://hdl.handle.net/10500/25733.
Full textAbstract:
The goal of this study was to discover the contributing factors to depression in adolescents leading to hospitalisation to a psychiatric hospital. The study was conducted in a Federal Neuropsychiatric Hospital Enugu, Nigeria. The study population was adolescents (between 11-19years of age) both males and females who were diagnosed of depression admitted between the year of 2017-2018 at Federal Neuropsychiatric Hospital Enugu, Nigeria. A qualitative descriptive research was done. Participants were chosen by purposive (non-probability) sampling methods. Data was collected through face-to face individual interviews method. The study’s findings showed that factors contributing to depression in adolescents are related to biological, psychological and social causes. It would further be useful to help the health professionals in their care of adolescents’ psychiatric patients with depression having known the contributing factors. The study recommended early detection and treatment that could reduce incidence of depression and hospitalisation in the psychiatric units.<br>Health Studies<br>M. P. H. (Public Health)