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All Journal Journal of Education and Learning (EduLearn)
Olokooba Issa Nasiru
University of Ilorin
Humanities Education Library & Information Science Social Sciences Other

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Tertiary education trust fund intervention on academic staff capacity building in Lagos State University, Nigeria Abdulaziz Isiaka; Olokooba Issa Nasiru; Iyekolo Olushola
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.708 KB) | DOI: 10.11591/edulearn.v14i2.14544

Abstract

The study adopted the descriptive survey research design to assess Tertiary Education Trust Fund intervention on academic staff capacity building in Lagos State University, Nigeria. The population for this study was all academic staff of Lagos State University. Two purposes of the study were raised and two research questions were also formulated. One hundred and ninety-six questionnaires were randomly administered to one hundred and ninety-six (196) academic staff in the university. The questionnaire titled “Tetfund Intervention on Academic Staff Capacity Building Questionnaire” was used for data collection. The findings of the study revealed that provision of infrastructure for effective teaching and learning is the major the fund intervention towards qualitative transformation of academic staff in Lagos State University. The finding of the study also showed that the fund intervention in Lagos State University for academic staff capacity building was major priority. Based on the findings of the study, it was recommended that the fund should eliminate the level of bureaucratic bottlenecks often associated with accessing approved funds. Having noted that University education is cost-effective, donor agencies and philanthropic individuals and groups, should assist governments in funding tertiary education in the country.
Effect of guided-discovery technique on Colleges of Education Social Studies students’ learning outcome Abdulsalam Alliyu Ayodele; Olokooba Issa Nasiru
Journal of Education and Learning (EduLearn) Vol 15, No 3: August 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.497 KB) | DOI: 10.11591/edulearn.v15i3.20300

Abstract

This study examined the effect of Guided-Discovery (GD) technique on Colleges of Education Social Studies students’ learning outcome in Nigeria. The study employed 2x2x2 randomized research design. A total of 100 students participated in the study, consisted of 50 GD and 50 Lecture Technique. Social Studies Performance Tests (SSPT) was used to collect data. It was designed using National Commission for Colleges of Education curriculum and validated by four Social Studies experts. The reliability value of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and t-test were used for data analyses. This study found that GD technique of teaching Social Studies was next in producing higher significant effect in students’ learning outcome than LT. Gender has no significant interactive effect on students’ learning outcome in Social Studies. The mode of entry had no significant interactive effect in the learning outcome of Colleges of Education Social Studies Students. The study concluded that GD was found to be more effective in enhancing Social Studies Students’ learning outcome in Colleges of Education. It was recommended that GD technique should be used in teaching Social Studies in Colleges of Education.
Co-Authors Abdulaziz Isiaka Abdulsalam Alliyu Ayodele Iyekolo Olushola