International Journal of Education and Practice

Published by: Conscientia Beam
Online ISSN: 2310-3868
Print ISSN: 2311-6897
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No. 2

Regulatory Roles of the National Universities Commission and the Quality of Nigerian University Education

Pages: 104-113
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Regulatory Roles of the National Universities Commission and the Quality of Nigerian University Education

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DOI: 10.18488/journal.61/2015.3.2/61.2.104.113

Citation: 3

Ibijola, Elizabeth Yinka

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  1. Aboderin, M., 2012. ICPC, NUC strengthen war against corruption in varsities. The Punch Newspaper. November 13: 48.
  2. Akinrinade, S., 2012. Quality of education in varsities has dropped. The Punch Newspaper. January 8: 57.
  3. Babalakin, W., 2012. Nigerian spends N160 billion annually on varsity education in Ghana. The Punch Newspaper. September 9: 7.
  4. Faborode, M., 2012. Nigeria loses #78.5b annually to foreign varsity. The Punch Newspaper. December 2: 40.
  5. Ibidapo-Obe, O., 2012. New varsities cannot solve the problem of access to varsity education. The Punch Newspaper. January 17: 39-40.
  6. Ijeoma, M.E., 1997. Monitoring excellence in higher education under condition of economic depression. Studies in Educational Planning and Administratio (SEPA), 1(1): 41-47.
  7. Maduewesi, E.J., 2002. Unionism and quality assurance in the Nigerian academic system, In O.E. Ekpo and U.M.O. Ivowi (Eds). Unionism and academic productivity in the Nigerian education system. Uyo: Interconnect Publishers.
  8. Mafuyai, H.B., 2012. Why Nigerian varsities fail world ranking. In Idegu, Y. A.  [Accessed 23/03/2013].
  9. National Universities Commission, 2005. Purported rejection of State Universities Graduates by Employers of Labour, Monday Memo, November, 4(45). Available from https://groups.google.com/forum/m/#.
Ibijola, Elizabeth Yinka (2015). Regulatory Roles of the National Universities Commission and the Quality of Nigerian University Education. International Journal of Education and Practice, 3(2): 104-113. DOI: 10.18488/journal.61/2015.3.2/61.2.104.113
The Regulatory Roles of the National Universities Commission (NUC) and the quality of Nigerian University Education was investigated in this study. The study employed a descriptive survey design research. The population consisted of public Nigerian universities. Samples were made up of 1,500 subjects, consisting of 200 students each, randomly selected from six public universities in South-West Nigeria and 50 staff members (teaching and non-teaching) from each of the six universities selected. The findings of the study established a moderate level of NUC performance of its regulatory roles, a corresponding moderate level of quality of Nigerian university education, and a significant relationship between NUC performance of its regulatory roles and the quality of Nigerian university education. Based on the findings of the study, conclusions were drawn and it was recommended that the government should encourage the National Universities Commission to put up optimal performance and an acceptable credibility to demand compliance from Nigerian universities.  


Contribution/ Originality
The paper’s primary contribution is finding that the quality of Nigerian university education is not poor as perceived by most stakeholders in education, and that there existed a significant relationship between the performances of the regulatory agency and quality of university education. It complements the literature in the area investigated.

How to reach and Teach African American Students in Today’s Schools

Pages: 90-103
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How to reach and Teach African American Students in Today’s Schools

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DOI: 10.18488/journal.61/2015.3.2/61.2.90.103

Ruben Gentry

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Ruben Gentry (2015). How to reach and Teach African American Students in Today’s Schools. International Journal of Education and Practice, 3(2): 90-103. DOI: 10.18488/journal.61/2015.3.2/61.2.90.103
It is inconceivable that any child will succeed in life without an education.  But in the 21st century the question remains, just what kind of education are African Americans getting in today’s schools?  Research indicates that some African American students are succeeding while, unfortunately, many are failing along the way.  It is as though the educational system is more suited for the dominant culture than for African Americans.   This manuscript provides reflections of the American educational system and offers recommendations, via the concept REACH, for making it more appropriate for the needs of African Americans. 
Contribution/ Originality
This study contributes to existing literature by delineating a unique strategy which enables African American students to experience greater success in school.  It builds on some of the best practices in education to form a REACH concept.  Evidence suggests that if schools are appropriately structured for students, they will learn.    

Teaching of Mathematics and Physics in Secondary School through Research and Study Paths

Pages: 85-89
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Teaching of Mathematics and Physics in Secondary School through Research and Study Paths

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DOI: 10.18488/journal.61/2015.3.2/61.2.85.89

Citation: 1

Maria Paz Gazzola , Maria Rita Otero , Viviana Carolina Llanos

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  1. Chevallard, Y., 1999. El análisis de las prácticas docentes en la teoría antropológica de lo didáctico. Recherches en Didactique des Mathématiques, 19(2): 221-266.
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  4. Otero, M.R., M.A. Fanaro, A.R. Corica, V.C. Llanos, P. Sureda and V. Parra, 2013. Teoría antropológica de lo Didáctico en el aula de matemáticas. Tandil, Buenos Aires: Dunken.
  5. Peralta, M.H., N.L. Ercoli, M.L. Godoy, I.E. Rivas, M.I. Montanaro and R.O. Bacchiarello, 2008. Proyecto estructural de la réplica de la piedra movediza: Comportamiento estático y dinámico. XX Jornadas Argentinas de Ingeniería Estructural. Trabajo N° 051. Buenos Aires, Argentina.
Maria Paz Gazzola , Maria Rita Otero , Viviana Carolina Llanos (2015). Teaching of Mathematics and Physics in Secondary School through Research and Study Paths. International Journal of Education and Practice, 3(2): 85-89. DOI: 10.18488/journal.61/2015.3.2/61.2.85.89
In this paper we present a proposal for teaching based on the Research and Study Paths (RSP) involving Mathematics and Physics together at the Secondary School. We adopt the ideas of the Anthropological Theory of didactic (ATD). The Research and Study Path (RSP) and the Praxeological Model of Reference (PMR) are described and analyzed. We carried out an implementation with N=68 students of 5th year at the secondary school. Some results obtained in this experience are described.
Contribution/ Originality
This study is one of very few studies which have investigated the implementation of Research and Study Paths (RSP) in usual courses of secondary school. This teaching by research requires of the joint study of physical and mathematical notions, in the math classes, and in this sense also this is one contribution.

Relationship between Self-Efficacy Belief and Academic Achievement of Distance Learners in National Teachers Institute (NTI) Adamawa State, Nigeria

Pages: 80-84
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Relationship between Self-Efficacy Belief and Academic Achievement of Distance Learners in National Teachers Institute (NTI) Adamawa State, Nigeria

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DOI: 10.18488/journal.61/2015.3.2/61.2.80.84

Citation: 3

Yusufu Gana Balami

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Yusufu Gana Balami (2015). Relationship between Self-Efficacy Belief and Academic Achievement of Distance Learners in National Teachers Institute (NTI) Adamawa State, Nigeria. International Journal of Education and Practice, 3(2): 80-84. DOI: 10.18488/journal.61/2015.3.2/61.2.80.84
This study assessed relationship between self-efficacy and academic achievement of National Teachers Institute (NTI) Nigeria Certificate in Education distance learners in Adamawa State, Nigeria. The study tested one hypothesis: There is no significant relationship between self efficacy belief and academic achievement of learners. All NCE learners of Adamawa State NTI distance learning centres for 2011/2012 academic session with a total of seven hundred and sixty eight (768) students were used as the population while 636 distance learners who returned their questionnaire formed the sample for the study. Two types of instruments were used for data collection in this study. They were the Learners Self-Efficacy Questionnaire (LSQ) and Achievement Data Format (ACDF). The ACDF contains Grade Points of each candidate for the end of semester examinations. Pearson Product Moment Correlation was used for testing the hypothesis. The study revealed that there was no significant relationship between learners’ self-efficacy and academic achievement. 
Contribution/ Originality

Relationship between Selected Total Quality Management Practices Employed By Public Secondary Schools Principals and Students’ Performance in Kenya Certificate of Secondary Education in Kiambu County, Kenya

Pages: 66-79
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Relationship between Selected Total Quality Management Practices Employed By Public Secondary Schools Principals and Students’ Performance in Kenya Certificate of Secondary Education in Kiambu County, Kenya

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DOI: 10.18488/journal.61/2015.3.2/61.2.66.79

Citation: 5

Margaret W. Ruinge , Gerald N. Kimani

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Margaret W. Ruinge , Gerald N. Kimani (2015). Relationship between Selected Total Quality Management Practices Employed By Public Secondary Schools Principals and Students’ Performance in Kenya Certificate of Secondary Education in Kiambu County, Kenya. International Journal of Education and Practice, 3(2): 66-79. DOI: 10.18488/journal.61/2015.3.2/61.2.66.79
The Purpose of the study was to investigate the relationship between selected total quality management (TQM) practices employed by principals and students’ performance in Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Kiambu County, Kenya.  The selected TQM practices were; school focus on meeting students’ needs, goal setting(establishing performance objectives) and communication of curricular issues.    Ex post facto research design was adopted for the  study. Target population consisted of 227 school principals from public secondary schools in Kiambu County and 3736 teachers in these schools. Kiambu County has 10 sub-counties.  Cochran’s sample size formula was used to determine the sample size of 143 principals and 343 teachers. In order to ensure equal representation of principals and teachers from all public secondary schools in the 10 sub-counties, 14 principals (143÷10 sub-counties = 14.3) from schools in each sub-county and 3 teachers [(348 ÷ 10 sub-counties) ÷14 schools = 2.5] from each sample school were selected using simple random sampling technique. A questionnaire developed by the researchers was administered to 140 principals from the sample schools and  420 teachers. Correlations were generated to establish the relationships between the three selected TQM practices employed by school principals and students’ performance. Linear regression analysis was used to test the hypothesis and identify predictor variable for the students’ performance in KCSE. The findings revealed that, school focus on meeting student’s needs, establishment of performance objectives (goal setting) on curricular activities and embracement of high level of communication on curricular issues especially from the students, enhance students’ performance in national examinations.
Contribution/ Originality
This study is one of very few studies which have investigated the relationship between students’ performance in national examinations and total quality management practices employed by public secondary schools principals analyzing data using linear regression analysis to estimate the unknown effect of school management practices over students’ performance in examinations.