Browsing by Author "Salami, Taiye"

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    A COMPARATIVE EVALUATION OF THE ACADEMIC PROGRAMMES OF FEDERAL AND STATE UNITY COLLEGES IN NASARAWA STATE
    (DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION, NASARAWA STATE UNIVERSITY, KEFFI, 2011-08-23) Salami, Taiye
    The study on Comparative Evaluation of the Academic Programmes of Federal and State Unity Colleges in Nasarawa State is an illuminative assessment of the extent to which the missions and mandates of these schools have been achieved after 10 years of operation. The purpose was to evaluate the academic programmes in order to identify areas of weaknesses and strengths in the programmes’ implementation. The study took a critical scrutiny of the curricular contents under input, process, output and impact variables in accordance with CIPOI model of evaluation. To guide the study, eight (8) research questions and hypotheses were formulated and which were answered using frequency distribution table, the computation of mean, standard deviation, and for the inference, t-test and ANOVA were used at 0.05 level of significance. The sample for the study consists of 160 teachers and students (40 teachers to 120 students). Stratified Random Sampling Technique was used to select sample. The Illuminative Evaluation design was used. A structured eight sections questionnaire was used to collect needed information. The Validity and Reliability indices of the questionnaire equal 0.76 and 0.77 respectively. Based on the analysis of the results, the study found remarkable or statistical significant difference in school enrolment, average class size, teachers’ quality, teacher distribution by subject, instruction methods, assessment practices and trends of students’ performance in SSCE (WAEC and NECO) between 2007 and 2009, and found similarity only in the area of teaching resources’ availability in Biology, Chemistry and Physics. The implication of these findings were discussed and recommendations and suggestions for further research work were made on the basis of the results of the investigations. These include that Federal Government of Nigeria should live up to the expectation of Nigerian masses when establishing Federal Unity Colleges especially in area of resources inputs (Teaching resources in Sciences). There should be compulsory registration of teachers with Teachers’ Registration Council of Nigeria (TRCN) as a condition for posting to State Unity Colleges, among others.
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    IMPACT EVALUATION OF SCIENCE AND TECHNICAL EDUCATION POST-BASIC PROJECT (STEB B) ON UNITY COLLEGES IN NORTH-CENTRAL GEO-POLITICAL ZONE OF NIGERIA
    (Department of Education Management, Nasarawa state University, Keffi., 2019-12-12) Salami, Taiye
    This study investigated the impact of World Bank intervention on Science and Technical Education departments, code named as; Science and Technical Education Post-Basic Projects (STEP-B) in the Federal Unity Colleges in North-Central Zone of Nigeria. Specifically, on the 26th of August 2008, Federal Government of Nigeria in collaboration with the World Bank started the implementation of STEP-B projects in all the 104 Federal Unity Colleges in Nigeria. World Bank releases direct grant to the tune of USD 250,000 (N36,670,000) to each of 24 Federal schools in North Central, for purpose of uplifting Science and Technical Education departments which hitherto were in appalling state. This study ascertained the impact of intervention in achieving the seven (7) cardinal objectives of the loan from Word Bank. Eight (8) research questions were raised and the corresponding hypotheses formulated to guide the study. Ex-post-facto research design that incorporates descriptive survey design was employed. The population of the study consisted of 223 science and technical teachers and 5445 science and technical students in SS1 and SS2 in all the 24 Federal Unity Colleges in the North-Central Zone, who were in these schools in the year 2016/2017 session, from where the sample was drawn. A sample population of 370 teachers and Students ( i.e 110 science and technical teachers and 360 students) were sampled from the combined population of 5668 teachers and students in the target schools. To arrive at the sampled figure, researcher relied on sample size and precision of population estimates at alpha 0.05 level of significance which was developed by cozby (2001). Eight structured questionnaires were developed by researcher and validated by experts in measurement and evaluation and former project Managers in two of the FUCs in the Zone that were pilot tested. Hence, validity and reliability indices are 0.83 and 0.87 respectively were obtained. Simple descriptive Statistics of Frequency counts, Mean and Percentage were employed to answer the research questions, while ANOVA, Chi-square and t-test Statistics were computed to answer research Hypotheses. The results of this study reveal that, 90% of science and technical teachers are very competent, and the trends analysis of Students performance in NECO Physics, Chemistry and Technical Drawing revealed superlative performance prior to intervention and abysmal outcome afterward. The study recommends among others that; provide continuous professional support, including Information and Communication Technology (ICT) to teachers on the job in order to enhance their efficiency and relevance, and re-training of science and technical teachers on the use of modern teaching equipments very necessary, and that FME should provide financial support particularly in the procurement of laboratories consumables through the annual budgetary allocation to all the Federal Unity Colleges in Nigeria