Apr 12, 2013 - Economics Education in YabaTech-University of Nigeria's Degree ...... National Board for Technical Education (NBTE) oversees the ...
QUALITY ASSURANCE AND ECONOMICS EDUCATION IN NIGERIA: EVIDENCE FROM YABATECH-UNIVERSITY OF NIGERIA’S DEGREE PROGRAMME IN BUSINESS EDUCATION
Raimi, Lukman NOU134738819
A project submitted to the Faculty of Education in partial fulfilment of the requirements of the National Open University of Nigeria, for the Award of Postgraduate Diploma in Education (PGDE)
March, 2016
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CERTIFICATION This is to certify that the research project entitled “Quality Assurance and Economics Education in Nigeria: Evidence from YabaTech-University of Nigeria’s Degree Programme in Business Education” submitted by Mr. Raimi Lukman with Matriculation number NOU134738819 incorporates the results of independent investigations carried out by him under my supervision.
-------------------------------Raimi, Lukman Student
-------------------------Date
--------------------------------------Dr P. N. Okafor Supervisor
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--------------------------------------External Examiner
-------------------------Date
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DEDICATION This research project is dedicated to Allah, the Almighty, the Compassionate and the All-Knowing for His abundant blessings and for the gift of life.
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ACKNOWLEDGEMENTS “Let us be grateful to the people who make us happy; they are the charming gardeners who make our souls blossom” (Marcel Proust). I wish to express sincere gratitude and heartfelt appreciation to endless number of individuals for their invaluable assistance, from the commencement of this PGDE project to the end. First and foremost, I wish to thank Dr. P. N. Okafor for a thorough supervision and scholarly critique of all my manuscripts. Thank you ma. Secondly, I express gratitude to the Management of Yaba College of Technology for the necessary support and understanding. While engrossed in writing this PGDE project, I specially thank my wife, Mrs Baisrat Olaide Raimi and the children for their understanding and cooperation. Similarly, my appreciation goes to all my friends and colleagues such as Ma’ruf Shokunbi, Prince S. Olagunju, Jamiu Aderinto, Taofeek Hamza and several other well-wishers for their moral and material support. I say thank you all. Finally, I wish to thank all my students in the School of Technical Education (STE) under the YabaTech-University of Nigeria’s Degree Programme in Business Education for sparing time to fill the survey questionnaires administered to them. Thank you for promoting research. More grease to your elbows.
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Abstract This study examines the relationship between quality assurance and Economics Education in YabaTech-University of Nigeria’s Degree Programme in Business Education. In specific terms, the study examines the effect of quality assurance components such as style of teaching, curriculum contents, instructional facilities, funding of the school system and learning environment on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. To gather more insight on different dimensions of the study, a review of relevant literature and texts on quality assurance was carried out to enrich the study. In order to make the study achievable, the survey strategy was adopted, while relying on questionnaire instrument as technique for data collection. Considering the fact that a hundred per cent survey cannot be achieved, a sample size of 150 students of YabaTechUniversity of Nigeria’s Degree Programme was chosen using purposive sampling technique. With a coordinated follow-up with the student respondents, a total of 123 out of 150 questionnaires returned were analysed and results presented using descriptive statistics. The five research hypotheses were tested using the Chi-square statistical test. In all, two null hypotheses were accepted and three others were rejected based on their probability estimates and guided by the conditions for acceptance and rejection of null hypotheses. The first hypothesis indicates that there is no significant relationship between teacher’s style of teaching and quality of Economics Education. The second hypothesis indicates that there is significant relationship between curriculum contents and quality of Economics Education. The third hypothesis indicates that there is significant relationship between instructional facilities and quality of Economics Education. The fourth hypothesis indicates that there is significant relationship between level of funding of the school system and quality of Economics Education. The fifth hypothesis indicates that there is no significant relationship between learning environment and quality of Economics Education. The paper concludes with far-reaching recommendations on improved quality assurance awareness, enhanced learning environment, increased funding for the school system, and improved teaching/learning infrastructural facilities and deployment of better teaching styles by lecturers. These recommendations combined would bring about enduring quality in the education system with positive impact on Economics Education. Keywords: Economics Education, Nigeria, YabaTech, Quality Assurance
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Table Contents Title Cover......................................................................................................... i Certification ...................................................................................................... ii Dedication ....................................................................................................... iii Acknowledgements ......................................................................................... iv Abstract ............................................................................................................ v CHAPTER ONE ............................................................................................... 1 INTRODUCTION .......................................................................................... 1 1.0: Introduction/Background to the Study ................................................. 1 1.1: Statement of Problem ......................................................................... 3 1.2: Objectives of the Study ....................................................................... 5 1.3: Research Questions ........................................................................... 5 1.4 Research Hypotheses......................................................................... 6 1.5: Materials and Methods........................................................................ 6 1.6 Significance of Study .......................................................................... 7 1.7 Operational Definition of Terms .......................................................... 7 1.8: Chapter Organisation .......................................................................... 8 CHAPTER TWO ........................................................................................... 9 REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK ............... 9 2.0: Introduction ......................................................................................... 9 2.1: Conceptual Issues and Theoretical Framework .................................. 9 2.1.1: Quality Assurance in Education ....................................................... 9 2.1.2; Quality Assurance Indicators ......................................................... 11 2.2: Theoretical Framework ..................................................................... 12 2.2.1: Human Capital Theory ................................................................... 13 2.2.2: Theory of Total Quality Management ............................................ 15 2.3: Empirical Findings on Quality Assurance and Performance ............. 18 2.3.1: Impact of HCT on Human Development through Education .......... 18 2.3.2: Impact of TQM on Educational Development ................................ 19 CHAPTER THREE......................................................................................... 21 RESEARCH METHODOLOGY .................................................................. 21 3.1. Introduction ....................................................................................... 21 3.2. Research Design .............................................................................. 21 3.3. Population of the Study ..................................................................... 21 3.4. Sample and Sampling Technique ..................................................... 22 3.5. Research Instrument......................................................................... 22 3.6. Validity of Research Instrument ........................................................ 22 3.7. Reliability of Research Instrument .................................................... 23 3.8. Procedure for Data Collection ........................................................... 23 3.9. Method of Data Analysis ................................................................... 23 CHAPTER FOUR........................................................................................... 25 DATA PRESENTATION AND ANALYSIS .................................................. 25 4.1 Introduction ....................................................................................... 25 4.2 Presentation and Analysis Of Data ................................................... 25 4.3 Hypotheses Testing and Interpretations ........................................... 38
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CHAPTER FIVE ............................................................................................. 44 SUMMARY, CONCLUSION AND RECOMMENDATION .............................. 44 5.1 Introduction ....................................................................................... 44 5.2 Summary Of Findings ....................................................................... 44 5.3 Conclusions ...................................................................................... 46 5.4 Recommendations ............................................................................ 46
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CHAPTER ONE INTRODUCTION
1.0:
Introduction/Background to the Study
Education has continued to play a major role in the development of individuals, organisations and nations because it provides a platform for uplifting human conditions and accumulation of relevant knowledge, skills and abilities required for survival of human societies (Alade, 2004; Oderinde, 2005). The level of economic growth and technological development attained by the East Asia, Hong Kong, Korea, Singapore, and Taiwan often called the Asian Tigers are largely linked to investment in citizens’ human capital development through education & training (Olaniyan and Okemakinde, 2008). The World Bank (2008) also recommends spending on human capital to the third world governments as a sustainable means for improving technological advancement, innovation and economic growth in developing nations.
For Nigeria to achieve the same level of development attained by the developed countries, the school authorities, the lecturers and the supervisory authorities have very important roles to play at ensuring quality education in the school system. From expert viewpoints, the goals of National Policy on Education can effectively be realised when there is a regular quality assurance mechanism for monitoring and evaluating the schools, the subjects, the methods, the teachers, the curriculum and the learning infrastructural facilities (Akhuemonkhan and Raimi, 2013; Chalmers, 2008; Ehindero, 2004).
In practice, quality assurance is employed to ensure there is a consistent provision and utilization of high standard resources to foster effective teaching and learning at every stage and aspect of the educational system with emphasis on improvement of overall school performance and set academic targets (Fasasi, 2006). Whereas, Babalola (2004) stated that quality assurance ensures that inputs have positive impact on teaching-learning process, academic achievement of students before things get out of hands. The thrust of quality assurance is the need for educational institutions to have high quality students, teachers, instructional facilities, subject curriculum and 1
effective implementation of government policies on education. The essence of quality assurance in educational administration is to enhance effectiveness of learning and teaching in the learning environment by monitoring and evaluation all aspect of teaching and learning (Onyesom and Ashibogwu, 2013). In other words, quality assurance provides policy-makers with deeper understanding of education, its functions, set goals and key characteristics (ETF, 2012). The question that quality assurance asked is - Are educational standards maintained and quality sustained in the learning environment?
To determine if educational standards are maintained and quality sustained, the policymakers apply quality assurance instruments that suite institution’s educational aspirations (Akhuemonkhan and Raimi, 2013). For instance, the United States employed the accreditation systems as quality assurance mechanism at all levels for assessment of educational services. The purpose of Accreditation Exercise is to ensure that standard and quality of higher education are regulated and maintained in line with changing needs of the society and the industry (Mohsin and Kamal, 2012; Onyesom and Ashibogwu, 2013). Whereas, Australia created a full-fledged quality assurance unit called Australian Universities Quality Agency (AUQA) entrusted with the task of evaluation of quality of educational services (Mohsin and Kamal, 2012).
In the Nigerian tertiary education system, quality assurance is the responsibility of the supervisory agencies given the mandate to maintain oversight functions over the universities; the polytechnics; and the Colleges of Education. These supervisory agencies developed the Minimum Academic Standards (MAS) as benchmark for quality assurance in the tertiary institutions (Onyesom and Ashibogwu, 2013).
The MAS covers among
others: teaching quality/effectiveness, floor space for lectures, minimum laboratory staff/student
facilities ratio,
per
students,
minimum
minimum
teaching
library
space,
facilities/equipment
minimum
and
office
accommodation (Uvah, 2005; Akhuemonkhan and Raimi, 2013). Like Nigeria, Europe’s quality assurance is evaluated in four main areas: (a) processes at classroom level, relating to the quality of learning and teaching; (b) processes at school level, relating to the institution as a learning, social, and professional place; (c) school environment: relations between the school and parents, as well as links between the school and local community; (d) student outcomes, 2
measured in terms of academic achievement,
personal and social
development, and graduate career paths (European Union, 2011).
Quality assurance has a number of indicators. According to UNESCO (2002), there are five key components of quality assurance indicators, namely: (a) What learners gain; (b) Quality Learning Environments; (c) Quality Content; (d) Processes that support Quality; and (e) Outcomes from the learning environment. Other quality assurance indicators include: (i) learners’ behavioural characteristics, attributes and demographic factors, (ii) teacher’s professional
competencies/pedagogic
skills,
(iii)
teaching
processes,
curriculum and learning environment, (iv) outcomes of education (Cheng 2001; Ehindero, 2004). Furthermore, quality assurance could be carried out using six quality assurance indicators, viz: learning resource inputs, instructional
process,
teachers’
capacities
development,
effective
management, monitoring and evaluation, and quality learning outcome (Ayeni, 2003). By-and large, the thrust of quality assurance is improvement of all aspect of educational services (Cheng, 2001). From the foregoing, this study examines the impact of quality assurance on Economics Education in the YabaTech-University of Nigeria’s degree programme in Business Education.
1.1: Statement of Problem Economics from the perspective of one of the leading scholars, Lionel Robbins, is a subject which studies human behaviour as a relationship between ends and scarce mean which have alternative uses (Ogunjirin, Ajewole and Raimi, 2014). As a subject, it inculcates the process of making choices and finding alternatives when faced with limited resources as individuals, organisations and nations. As a school subject or simply Economics education, it is a field which focuses on two main themes: 1) the current state of, and efforts to improve, the economics curriculum, teaching materials and pedagogical techniques in economics at all educational levels; and 2) research into the effectiveness of alternative instructional techniques in economics, the level of economic literacy of various groups, and factors that influence the level of economic literacy (Ayanwale, 2010; Babalola, 2003; Becker, 2001). Economics is therefore a useful and relevant school subject which equips students to develop intellectual capacity for making informed
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decisions on career paths, tapping employment opportunities and managing a prosperous economy (Humphries, 2011).
In spite of the benefits of economics as a school subject, the incident of poor performance of students in Economics in the Secondary School Certificate Examinations has been reported (Adu, Ojelabi and Adeyanju, 2009). At the undergraduate level, Carol (2007) reported a remarkable drop in students’ performance in Economics (especially principles of macroeconomics) as a result of students’ deficient factors such as natural ability, motivation, personality type of the instructor and learning styles being used in teaching. Becker and Watts (1997, 2001) linked the major cause of poor performance in Economics to teaching style, as students rated economics instructors lower in their style of teaching compared to instructors handling other subjects. But, Odu, Odigwe and Ekpenyong (2013) noted that failure in Economics is linked to teachers’ ineffectiveness in teaching because of emphasis on paper qualification by the policymakers. Other studies attributed poor performance in Economics in mathematical and statistical components. Besides, low quantitative ability of students to cope with aspects of Economics with mathematical and statistical analyses has also been advanced as another reason causing poor performance (Adu et al., 2009; Educational Testing Service, 1995). Whereas, the American Economic Association (AEA) linked poor performance by undergraduates in economics to teaching methods, quality of instruction, economics curriculum contents, class sizes and workload of lecturers/instructors (Becker, 1997). Meanwhile, Ali and Zairi (2005) linked poor academic problems to poor inputs, poor delivery services, poor attention to performance standards and measurements, unmotivated staff and neglect of students’ skills. Using
quality assurance
components
as
specified
in
the
research
questions/hypotheses as mechanisms for measuring and improving the entire teaching and learning system is well discussed in the literature. But the viability of quality assurance for measuring and improving performance in Economics Education in Nigeria needs to be explored to add to knowledge. The overarching problem of this study is to measure the impact of quality assurance on Economics Education in Nigeria. Could quality assurance improve performance in Economics Education? Against this statement of 4
problem, the researcher decided to undertake a study on the topic “Quality assurance and Economics Education in Nigeria: Evidence from YabaTechUniversity of Nigeria’s Degree Programme in Business Education.
1.2:
Objectives of the Study
The main objective of this study is to examine the relationship between quality assurance components and Economics Education in YabaTech-University of Nigeria’s Degree Programme in Business Education. The five (5) specific objectives of this study are: i.
To identify the effect of style of teaching on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
ii.
To examine the effect of curriculum contents on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
iii.
To determine the effect of instructional facilities on quality Economics Education in YabaTech-University of Nigeria’s Degree Programme.
iv.
To identify the effect of funding of the school system on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
v.
To examine the effect of learning environment on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
1.3:
Research Questions
In furtherance of the research, a total of five (5) research questions were developed from the research objectives as stated below. i.
What is the effect of teacher’s style of teaching on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme?
ii.
Could the curriculum contents affect quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme?
iii.
Is there a link between instructional facilities and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme?
iv.
What is the effect of level of funding of the school system on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme?
v.
What is the effect of learning environment on quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme? 5
1.4
Research Hypotheses
Based on the Research questions above, the following Research hypotheses are generated. i.
There is no significant relationship between teacher’s style of teaching and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
ii.
There is no significant relationship between curriculum contents and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
iii.
There is no significant relationship between instructional facilities and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
iv.
There is no significant relationship between level of funding of the school system and quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme.
v.
There is no significant relationship between learning environment and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
1.5: Materials and Methods This study adopts the quantitative research method relying on survey strategy, specifically using a structured questionnaire instrument for gathering the required data and information from the target respondents. The sample location would be strictly Yaba College of Technology Lagos Nigeria, from where a sample size of 150 respondents would be selected using purposive sampling technique. The proposed data to be collected with structured questionnaires would be analyzed using descriptive and inferential statistics; these are popular data analysis techniques in management and education research (Li, Chen, Duanmu, 2010; Saunders et al., 2012; Akhuemonkhan and Raimi, 2013). The descriptive analysis would enable the researcher determine the mean, frequency distribution and percentage, while, the inferential statistic (Chi-Square Test) would facilitate testing of hypotheses and making inferences. The hypothesis of this research would also be tested under a confidence level of 95% (0.05 level of significance).
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1.6 Significance of Study The present study is beneficial to all the stakeholders in the education sector in several respects. i.
For the policymakers in YabaTech-University of Nigeria’s Degree Programme, the outcome of this study would serves as a diagnostic survey that would the impact of Quality assurance on Economics Education in the institution’s Degree Programme.
ii.
For other higher institutions, the findings and recommendations from this research would assist the school management in taking necessary steps required to improve Economics Education through sustained quality assurance mechanism.
iii.
For the academic community, the findings from this research would provide empirical justification for why quality of Economics Education drops in the tertiary institutions. In other words, the study would provide further explanation on the importance of quality assurance in the InputOutput Process of Education, thereby explaining the what, how and where of quality assurance in the Nigerian educational system. It is expected that the findings from the present study would also add to the existing body of knowledge and research in the area of quality assurance for Economics Education in Nigeria.
iv.
At the regulatory and supervisory level, the empirical findings from this study would serve as framework for policy makers in the Ministry of Education with regards to the place of quality assurance in teaching/leaning of Economics Education in higher institution with a view to checkmating the emerging poor academic performance in this important school subject.
1.7 Operational Definition of Terms To forestall ambiguity in understanding, the terms Economics Education, Teaching-Learning Resources and Quality Assurance are understood and used as operationalized below. i.
Economics Education: This is a school subject that inculcates in students economic ideas, skills and knowledge which enriches the learners’ process of making choices and finding alternatives when faced with limited resources. Based on this study, Economic education 7
focuses on two main themes: 1) the current state of, and efforts to improve,
the
economics
curriculum,
teaching
materials
and
pedagogical techniques in economics at all educational levels; and 2) research into the effectiveness of alternative instructional techniques in economics, the level of economic literacy of various groups, and factors that influence the level of economic literacy (Ayanwale, 2010; Babalola, 2003; Becker, 2001).
ii.
Teaching-Learning Resources: These are items used every day for teaching and learning. Based on this study, teaching-learning resources include charts/graphics, images, laboratory equipment and expendable materials, library, textbooks, reference books, visual aids, laboratory equipment, workshop tools, I.C.T. facilities, computers and other items which are used to enhance teaching/instruction.
iii.
Quality Assurance: This is defined as a critical examination of educational objectives, attitudes, procedures and institutional control systems with a view to ensuring that set standards are maintained (Fadokun, 2005). From another viewpoint, quality assurance refers to procedures, processes and standard systems that support and ensure effective delivery of educational services to the stakeholders in the school system (Kontio, 2012). Also, quality assurance is a tool for determining, assessing and evaluating the effectiveness of educational policies and strategies in the school system (Asian Development Bank, 1996). Based on this study, quality assurance are the five components for evaluating educational performance such as style of teaching, curriculum contents, instructional facilities, level of funding and learning environment.
1.8: Chapter Organisation The research is divided into five chapters. Chapter one is the introductory segment of the study. Chapter two focuses on the conceptual issues, review of related literatures and the development of theoretical framework. Chapter three discusses the research methodology. Chapter four is focused on data presentation and analysis. Chapter five is the concluding part.
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CHAPTER TWO REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK 2.0: Introduction In this chapter, the researcher reviewed the literature on quality assurance as it relates to academic performance and educational improvement in the school system. The review of related literature was done under the following subheadings: Conceptual Issues & Theoretical Framework, Quality Assurance in Education, Quality Assurance indicators, Theoretical Framework and Empirical Findings on Quality Assurance and Educational Performance. The Theoretical Framework specifically discusses Human Capital Theory (HCT) and Total Quality Management (TQM), which are the two relevant theories found suitable for this research. The review of literature and theoretical framework gave deeper insights on the research.
2.1: Conceptual Issues and Theoretical Framework This section of the research discusses the conceptual meanings of quality assurance, its indicators and relevant theories that provide sound backbone for the research. 2.1.1: Quality Assurance in Education The term quality refers to the overall effect which schooling/learning has on students, as well as the positive outcome of learning on academic performance in examinations (Bayne-Jardine, Bayne-Jardine, Hoy & Wood (2005). When viewed from the perspective of input-output model, Salgovicová (2008) views quality as the ability of a product, service, system and process meeting the requirements of end-users. Some quality concept in the field of management include: quality control, quality assurance, total quality management and quality Improvement (Isixsigma, 2012).
Meanwhile, the
variant of quality that is of interest in this research is quality assurance. The concept of quality assurance refers to the process of improving the education system by ensuring excellence in teaching/learning/management of the education system with a view to actualising measurable learning outcomes in literacy, numeracy and essential life skills (UNESCO, 2015).
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Quality assurance could also be defined as a deliberate focus on rightness of process which leads to successful outcomes (Adegbesan, 2010). But, Ajayi and Adegbesan (2007) opined that quality assurance is concerned with maximizing the effectiveness and efficiency of educational systems and services in relations to their contexts, of their missions and their stated objectives.
Besides, quality assurance extends to all the attitudes, objectives, actions and procedures which ensure that appropriate academic standards are being maintained in learning environment (Fadokun, 2005). Quality assurance could also be viewed as performance measures designed by the authorities for assessing the performance of educational institutions with a view to ensuring that the learning outcomes meet the needs of the society (Igborgbor, 2012; Onyesom and Ashibogwu, 2013). Similarly, it is an established procedures, processes and standard systems that support and ensure effective delivery of educational services (Kontio, 2012).
Whereas, Asian Development Bank
(1996) views, quality assurance as an important mechanism which enables policy makers to determine national educational needs, assess new approaches and evaluate the effectiveness of policies and strategies.
To ensure that standards are maintained, it is a norm to have quality assurance mechanism. In the United States of America, the policymakers used the accreditation systems for quality assurance at the regional, national and specialised levels for evaluating the effectiveness of the country’s educational services. Whereas, Australia created a full-fledged quality assurance unit called Australian Universities Quality Agency (AUQA) to ensure effective quality control of educational services in tertiary institutions (Mohsin and Kamal, 2012).
Similarly, the government of Nigeria established supervisory agencies to enforce quality assurance in tertiary institutions. The National Universities Commission (NUC) maintains oversight functions over the universities; the National Board for Technical Education (NBTE) oversees the polytechnics; and the National Commission for Colleges of Education (NCCE) takes charge of the Colleges of Education. These agencies have over the years developed the Minimum Academic Standards (MAS) as benchmark for quality assurance 10
and institutional self-assessment (Onyesom and Ashibogwu, 2013). The MAS is used by supervisory agencies for institutional accreditation; it covers among others: teaching quality/effectiveness, floor space for lectures, minimum laboratory
facilities
staff/student
ratio,
per
students,
minimum
minimum
teaching
library
space,
facilities/equipment
minimum
and
office
accommodation (Uvah, 2005; Akhuemonkhan and Raimi, 2013). The purpose of an accreditation exercise in institutional administration is to ensure that standard and quality of higher education are strictly regulated, maintained and enhanced by educational institutions in line with changing needs of the society and the industry (Mohsin and Kamal, 2012; Onyesom and Ashibogwu, 2013).
2.1.2; Quality Assurance Indicators In practice quality assurance indicators are employed by quality evaluators for providing a relatively unbiased description of a situation or process in the school system. The result of quality assurance is often expressed as absolute figures devoid of valued judgement (Cave, Hanney, Henkel, and Kogan 1997; Chalmers, 2008). The scholars in the fields of education developed a veritable measurement called quality assurance indicators (QAIs), which measures educational effectiveness, efficiency and performance in different contexts (Chalmers, 2008).
For quality assurance to be in place in educational institutions, the United Nations Educational and Scientific Cultural Organisation (2002) identified five key components or indicators namely: (a) What learners gain; (b) Quality Learning Environments; (c) Quality Content; (d) Processes that support Quality; and (e) Outcomes from the learning environment. However, Ehindero ( 2004) identified quality assurance indicators as: (i) the learners’ behavioural characteristics, attributes and demographic factors, (ii) teacher’s professional competencies/pedagogic skills, (iii) teaching processes, curriculum and learning environment, and (iv) outcomes of education (Ehindero, 2004). Literature has also identified four quality assurance indicators, namely: finance, access/participation, quality adequacy and relevance of programme (European Training Foundation, 2012). Whereas, Ayeni (2012) proposed six quality assurance indicators as relevant to educational institutions, namely: learning
resource
inputs,
instructional 11
process,
teachers’
capacities
development, effective management, monitoring and evaluation, and quality learning outcome.
Apart from the indicators discussed above, scholars also classified quality assurance as Input, Output, Process and Outcome indicators (Akhuemonkhan and Raimi, 2013; Warglien and Savoia, 2006). Input and output indicators are quantitative in nature. The input indicators are employed in quality assurance for measuring the quality of human, financial and physical resources available within the formal school systems. The result of input indicators is constrained by its inability to determine clearly quality without extensive interpretation. Output indicators are used in quality assurance for measuring concrete results produced in the learning environment, including infrastructural/instructional resources utilised to produce the reported results. The limitation of output indicators is that it reflects numerical value only, but the quality of the reported numbers is entirely disregarded.
For the process indicators, they are
employed for measuring qualitatively the means used to deliver educational programmes, activities and services within the school environment. The process indicators look at how the education system operates within a particular context; it is a good measure of inter- and intra-school quality comparison. However, outcome indicators are employed in quality assurance by institutions and policy-makers to measure the quality of educational objective, academic activities and impact of service delivery. Outcome indicators do not generate results in numerical data like output indicators, but measure complex processes qualitatively (Chalmers, 2008; Warglien and Savoia, 2006). Finally, Arikewuyo (2004) advised that in theory and practice, the quality education can effectively and efficiently be assessed using two indicators, viz: (a) brilliant academic performance of students in standard examinations; and (b) relevance of the education to the needs of the students, the community and the society at large. These two indicators can be described as the output process of education. The next section looks the theoretical framework for quality assurance as applicable to education research.
2.2: Theoretical Framework Apart from classical educational theories, most contemporary studies which focused on students’ and teachers’ performance adopt the Human Capital 12
Theory (HCT) as their theoretical foundation. This paper contributes to the literature on theoretical framing by adopting two relevant theories to provide support for the present research. These theories are Human Capital Theory (HCT) and Total Quality Management (TQM). Both theories as shown in Figure 2.1 below are mutually reinforcing and provide strong explanation for the relationship between quality assurance indicators (measured by five components in the research questions/hypothesis) and students’ academic performance in Economics Education by the students.
The theoretical
framework explains the relationship between the two theories (HCT and TQM) on one hand and their impact on the dependent variable (students’ academic performance in Economics Education) and independent variables (five quality assurance components).
Figure 2.1: Framework of relationship between HCT-TQM and research variables The next section explains in details the relevance of the two theories to educational development and leaners’ improvement.
2.2.1: Human Capital Theory Human Capital Theory (HCT) is a known theory used by Schultz for explaining the impact of investment in education, skills acquisition and training or what is otherwise called the economics of education (Fleischhauer, 2007). HCT as a pragmatic theory provides explanation on how investment in an individual's education and training is synonymous to business investments in equipment 13
and other productive resources. In other words, HCT rests on the assumption that formal education provided by the government to its citizens is instrumental and necessary to improving the productive capacity of members of the society. From another perspective, HCT presupposes that investment in the citizens’ education, training and capacity-building is the most effective stimulant for making individuals productive members of the society (Becker, 1964). The theory also argues well-trained human capital boost economic growth, firms’ productivity and technological development because of transmission of useful knowledge and skills (Ladipo et al., 2013). HCT is built on facts and experiences of the developed nations, where deliberate and steady investment in the citizens as human capital has been found to propel sustainable socio-economic change (Klein and Cook, 2006). The economic growth attainment of East Asian nations like Hong Kong, Korea, Singapore, Shanghai and Taiwan is linked to quality of their workforce (Ladipo et al., 2013). From the developmental angle, the World Bank (2008) recommends human capital development to third world governments as a sustainable strategy for improving technological advancement, innovation and economic growth in developing nations.
Human capital has two key complementary components viz: innate/acquired ability and acquired skills gained through formal education and on-the-job training (Blundell, Dearden, Meghir, and Sianesi, 1999). Human capital enhances the earnings of trained individuals and nations, as the bargaining powers of human capital appreciate with the supply of skilled labour (Ishikawa and Ryan, 2002). In other words, investment in people’s education is an effective way for boosting labour productivity in current and future employment and a better way of securing competitive employment opportunities. The expenditures incurred by individuals (on self-sponsored education and training), by corporations (on firm-sponsored education and training) and by public sector (on government-sponsored education and training) are called human capital investments because they constitute investments in humans (Fleischhauer, 2007). However, the returns (benefits) of human capital development accrue to several stakeholders such as the trained persons, present employers, future employers and the society at large. The theory 14
when applied to entrepreneurship describes the entrepreneur “as a form of human capital, who propels changes in the society” if better trained and empowered (Klein and Cook, 2006: 347). The encouraging level of economic growth and development in the East Asia, Hong Kong, Korea, Singapore, and Taiwan (Asian Tigers) are associated with human
capital
development
and
technical
education
(Olaniyan
and
Okemakinde, 2008). The import of the foregoing discussion is that the HCT advocates investment in education, training, skills acquisition and capacitybuilding as means for attainment of economic growth, entrepreneurial activity and technological progress. Therefore spending on human capital is a worthwhile investment required to enhance productivity. The implication and relevance of the theory to the present research is that when the policymakers invest massively in the training and capacity-building for the lecturers/teachers of Economic Education in the school system, their level of proficiency, teaching styles and overall academic performance would be strengthened and enhanced. Similarly, when massive investments are committed to provision of quality lecturers/teachers, the academic performance of students in Economics Educations would improve.
2.2.2: Theory of Total Quality Management The second theory found relevant to this research is total quality management (TQM). According to Bowen and Scudder (2013), the term Total Quality Management (TQM) is basically a theory (with several strands) which explains a set of practices that improve quality of products/services with emphasis on continuous process improvement. The various strands of TQM in the management and education literature include: Deming's Theory, Crosby's Theory and Joseph Juran's Theory. Brief explanation of each is presented below. Deming's
Theory:
In
retrospect,
total
quality
management
(TQM)
represented the innovative ideas of a vibrant American theorist, W. Edwards Deming who recommended TQM as a model for continuous improvement of quality of production of goods and services in the manufacturing companies. TQM was not taken serious until the Japanese adopted Deming’s theory as a beneficial idea to Japan for re-engineering and re-constructing their bartered post-war businesses and industries in the 1950s. The adoption of TQM made 15
Japan a dominant world economy with varieties of quality manufactured products/services (Mehrotra, 2010). According to Hashmi (2010), TQM as recommended by Demining is a commendable management practice that requires management and its well-trained employees to become innovatively and creatively involved in the process of production of goods and services using
continuously
improved
methods
and
techniques
that
ensure
organisational sustainability.
Major manufacturing companies such as Ford Motor Company, Phillips Semiconductor, SGL Carbon, Motorola and Toyota Motor Company are frontline companies that have entrenched the principles of TQM, as a workable method in their organisations. It could also be defined as a systematic set of organisational activities, which ensures that organisations create products/services with maximum quality that satisfies the needs of customers in terms of minimum cost and best quality (Isixsigma, 2012).
Unlike other variants of TQM theories, Deming's TQM rests upon fourteen principles which were derived from the analytical tool called Plan-Do-CheckAct (PDCA). The PDCA is a form of 4-stage cycle for ensuring continuous improvement. In the “P” or planning phase, organisational objectives and actions are clearly outlined. At the “D” or doing phase, the required actions are implemented with process improvements, while at the “C” or checking phase, those implementing organisational objectives check and ensure that quality is maintained against set objectives. Finally, at the “A” or acting phase, those implementing the organisational objectives determine where changes need to be made for continued improvement before returning to the planning phase.
The fourteen principles as outlined in Deming's theory of TQM are as follows: (1) Create constancy of purpose, (2) Adopt the new philosophy, (3) Stop dependencies on mass inspections, (4) Don't award business based upon the price, (5) Aim for continuous production and service improvement, (6) Bring in cutting-edge on the job training, (7) Implement cutting-edge methods for leadership, (8) Abolish fear from the company, (9) Deconstruct departmental barriers, (10) Get rid of quantity-based work goals, (11) Get rid of quotas and standards, (12) Support pride of craftsmanship, (13) Ensure everyone is 16
trained and educated, and (14) Make sure the top management structure supports the previous thirteen points.
In terms of application to education, a number of educationists believe that the Deming’s concept of TQM when modified would provide the guiding principles for educational reformation and reconstruction (Bonstingl, 1999; Mehrotra, 2010; Ehigie & McAndrew, 2005). The TQM principles have the capacity to propel education reform and reconstruction for the purpose of actualising the educational aims and objectives (Mehrotra, 2010).
Crosby's Theory: Philip Crosby is another theorist with valuable contributions to the TQM movement. He emphasised the need for continuous improvement of quality of products and services in organisations asserting that money spent on quality, is a money that is well spent (Murray, & Chapman, 2003; Soltani, Lai, Javadeen & Gholipour, 2008). Crosby like Deming advanced fourteen steps to continuous quality improvement as: (1) Attain total commitment from management, (2) Form a quality improvement team, (3) Create metrics for each quality improvement activity, (4) Determine cost of quality and show how improvement will contribute to gains, (5) Train supervisors appropriately, (6) Encourage employees to fix defects and keep issues logs, (7) Create a zero-defects committee, (8) Ensure that employees and supervisors understand the steps to quality, (9) Demonstrate your company's commitment by holding a zero defects day, (10) Goals are set on 30, 60, or 90 day schedule, (11) Determine root causes of errors, remove them from processes, (12) Create incentives programs for employees, (13) Create a quality council and hold regular meetings and (14) Repeat from step one (Powell, 1995). His version of TQM emerged as the notion of zero defects with focus on customer satisfaction, quality assurance and quality control. His clients on TQM consultancy include General Motors, Chrysler, Motorola, Xerox and many hospitals (Saxon, 2001).
Joseph Juran's Theory: Joseph Juran is responsible for what has become known as the "Quality Trilogy." The quality trilogy is made up of quality planning, quality improvement, and quality control. If a quality improvement project is to be successful, then all quality improvement actions must be 17
carefully planned out and controlled. His trilogy of TQM includes Quality planning, Quality control and Quality improvement (Powell, 1995).
2.3: Empirical Findings on Quality Assurance and Performance Several empirical studies revealed that application of quality assurance to educational system in both developing and developed has resulted in quality improvement in the school system (Thakkar, Deshmukh & Shastree, 2006); Ojedele, 2007; Temponi 2005). Empirical studies relevant to this research would be discussed in two segments. The first segment discusses empirical studies on the impact of HCT on educational development and the second segment discusses impact of TQM on educational development.
2.3.1: Impact of HCT on Human Development through Education There are empirical studies that supports human capital theoretical framework in relations to education. Almendarez (2010) found that that investment in quality education stimulated East Asian economic growth.
Similarly, Van-
Den-Berg (2001) confirmed a positive correlation between level of educational attainment and prospect of new product development in developed economies where investment in human capital is massive. Also, Odekunle’s (2001) study found a positive relationship between human capital investment (HCI), entrepreneurial activity and level of technological innovation.
Besides,
Garba’s (2002) study established a strong positive correlation between educational attainment and economic growth and development. In the Caribbean, it has been found out that educated individuals tend to have better employment than those who are less educated. The finding is a strong indication that policymakers need to invest massively into the education sector (Trostel, Walker, & Woolley, 2002). Olaniyan and Okemakinde’s (2008) study favoured the need for investment in human beings to enhance economic progress and productivity of human resources. Similarly, Ayeni’s (2003) study established that investment in education improve the economic status of organisation’s human resources, create job security and attract a number of financial and non-financial benefits. Investment in education has been identified as a means for boosting human capital based on the experiences of several East Asian nations (World Bank, 2008).
18
In the study of Becker & Woessmann (2007) undertaken to refine Max Weber’s finding, they found that rather than Protestant ethic identified by Weber as the catalyst for economic prosperity, the real catalyst for Protestant’s economic prosperity was investment in education. The Protestants as a religious group prospered that other groups because they are commitment to reading the Bible, a feat made possible by education. Besides, Almendariz’s (2010) found that countries such as Hong Kong, Korea, Singapore, and Taiwan attained and achieved sustained rates of economic growth and development because of commitment of huge investments in education of their citizens. The implication of the various findings on HCT is the need for governments to allocate adequate funding as investments in human resources in order to boost the quality of Economic education as a segment particularly and all other segments of the educational systems in general.
2.3.2: Impact of TQM on Educational Development In Sabihaini’s (2010) study, it was reported that the outcome of TQM in Indonesia’s education system has been very commendable; it has eliminates significantly high level gap between the educational institutions and the industry. Apart from the above results, TQM has also improved school’s efficiency, quality and process. Furthermore, Soltani (2003) carried out a survey to identify the main issues behind employees’ performance in over 150 UK-based quality-focused organisations. The study identified the secret behind the employees’ performance as the use of total quality management (TQM) system in the evaluation process in the organisations sampled. In Nigeria, Oduwaiye, Sofoluwe, and Kayode (2012) investigated the relationship between total quality management and students’ academic performance in Ilorin metropolis secondary schools, Kwara State, Nigeria using fifteen out of twenty-five public secondary schools and 120 respondents respectively. An instrument titled Total Quality Management Questionnaire (TQMQ) and Student Academic Performance Checklist (SAPC) were used to collect relevant data. The findings revealed that there is no universal standard of achievement for all students before permitting them to move to the next class; there is effective communication in the schools; principal and staff are not retrained on new methods of school-based management and there is significant relationship between total quality management and student academic 19
performance in the secondary schools in Ilorin, South-West of Nigeria. Furthermore, Aldaweesh (2011) investigated the impact of implementing Total Quality Management on the performance of universities' in Saudi Arabia. The study found that universities used TQM to increase their effectiveness and efficiency in higher education as well as to serve the community with top quality graduate students. However, Saudi Arabia rarely uses TQM concepts.
20
CHAPTER THREE RESEARCH METHODOLOGY 3.1. Introduction This chapter provides a detailed explanation on the methodology chosen for carrying out this quantitative research.
The methods and procedures are
explained under the following sub-themes:
Research Design
Population of the Study
Sample and Sampling Procedure
Research Instrument
Validity of Research Instrument
Reliability of Research Instrument
Procedure for Data Collection and
Method of Data Analysis.
3.2. Research Design The Research Design for this work is the descriptive survey design. This type of research design is concerned with finding, describing and interpreting the outcomes of the research. This type of research design is relevant in quantitative research method because it allows for objective observation, reporting and analysing of issues the way they are without any form of subjectivity. Secondly, it is widely use in previous studies on quality assurance in education. For my survey design, a structured questionnaire shall be designed, validated with the supervisor and then administered to students for data collection within a period of one month.
3.3. Population of the Study The population of this study is strictly the students of YabaTech-University of Nigeria’s Degree Programme in Business Education who study Economics Education courses. They are chosen as members of the targeted population because they are in a good position to shed light on the issue being investigated.
21
3.4. Sample and Sampling Technique For this survey, a sample size of 150 respondents was selected from the Business Education students YabaTech-University of Nigeria using purposive sampling technique. From a student population of 420 students, the reseracher decided to elicit the opinions of 150 students without following any systematic criteria. This criteria of selection is called purposive sampling technique because it allows a sample to be drawn conveniently from a small target population based on the purpose of a study or research objective. It is also called judgmental or convenient sampling.
3.5. Research Instrument The chosen research instrument is Economics Education Quality Assurance Questionnaire (EEQAQ). It is a 33 item questionnaire designed for collecting primary data from the respondents with clear instructions to indicate their agreement or otherwise on the effects of five quality assurance components on Economics Education in the YabaTech-University of Nigeria’s Degree Programme in Business Education. The questionnaire is divided into five (AE) sections. Section A of the questionnaire contained 5 items seeking to know more about the demographic profiles of the respondents. Section B contained 8 items requesting respondents to assess quality of Economics Education facilities. Section C contained 5 items eliciting views on the benefits of Economics Education. Section D contained 10 items, which measures the relationships and impact of five quality assurance components are on style of teaching, curriculum contents, instructional facilities, funding and learning environment. Section E contained 5 items eliciting from respondents on the challenges facing Economics Education. Apart from Sections A and B, all items in the other sections are measured on five-point Likert scale, which ranges from 1 – 5 points (Strongly Agree to Strongly Disagree). Strongly Agree = 5 points, Agree = 4 points, Undecided = 3 points, Disagree = 2 points and Strongly Disagree =1 point.
3.6. Validity of Research Instrument Validity test was carried out to ensure that the research instrument measured what it was supposed to measure. Face and content validity were carried out by showing the draft questionnaire to the supervisor, who examine the framing of the questions, sequence of the questions, scales and sections. The 22
supervisor’s comments were incorporated into the final draft of the instrument to ensure that it had both face and content validity.
3.7. Reliability of Research Instrument To ensure that the questionnaire instrument is reliable, few copies of the draft questionnaire were administered to 10 persons for completion directly with meaningful instruction to freely express their views on the design of the questionnaire and contents. After collection, the test of reliability (internal consistency) was carried out to test if the 33 items in the Economics Education Quality Assurance Questionnaire (EEQAQ) actually measured what they have been designed to measure. The Cronbach’s Alpha reliability coefficient gave an estimate of 0.53, which is higher than 0.60 minimum reliability threshold. This is an indication that the instrument is reliable.
3.8. Procedure for Data Collection The structured Economics Education Quality Assurance Questionnaire (EEQAQ) has a preamble which explains the purpose of the questionnaire instrument to the target respondents. The students were assured the exercise is voluntary without compulsion. The Business Education students offering Economics Education in Year I-IV were administered the questionnaire with a five-point Likert-scale in their classroom for a period of three weeks (See the attached sample of the questionnaire instrument). The Class Governors of the various classes were requested to collect the questionnaires from those who have completed them on a daily basis. After a period of three weeks, a total of 120 questionnaires were returned for analysis by the Class Governors.
3.9. Method of Data Analysis Data collected on the demographic features of the subjects were presented in percentage tables and subsequently interpreted. Other data generated on quality assurance and students’ academic and Economics education were analysed using descriptive and inferential statistics from which some findings were drawn. For the test of hypotheses, the data were subjected to Chisquare statistical test. Chi-square was considered appropriate for the analysis of the study in order to determine the degree of responses to each category of the variables. The hypotheses were also tested at 0.05 level of significance.
23
The hypotheses being tested in this situation is that the categories crosstabulated are independent of each other. Under this hypothesis, the expected frequency in a cell is computed using the following formula:
Expected rowtotalcolumntotal grandtotal cellfrequency (O E ) 2 The test statistic TS is then obtained from the table. E
The degree of freedom of the corresponding chi-square distribution is given by: DF = (number of row – 1)(number of column – 1) Degree of freedom – (R-1) x (C –1) Eij = (Ri) (Cj) N,
Where:
Eij = The Expected frequency in row i and column j of the table, Ri = Total for ith row in the table Ci = Total for jth Column in the table N
= Grand total for all cells in the table
24
CHAPTER FOUR DATA PRESENTATION AND ANALYSIS 4.1 Introduction This chapter is made up of the presentation and analysis of data as well as discussion of findings of the study. The respondents who are students of YabaTech-University of Nigeria’s degree programme in Business Education cut across sex, age, marital status and education level. The methods of data analysis are descriptive statistics (simple frequency table and percentage analysis) and inferential statistics (Pearson Chi-square analysis).
4.2
Presentation and Analysis of Data Table 1: Sex Frequency
Percent
Cumulative Percent
Male
86
69.9
69.9
Female
37
30.1
100.0
Total
123
100.0
Table 1 shows that 69.9% of the respondents are males, while 30.1% are females.
Table 2: Age Frequency
Percent
Cumulative Percent
16 – 25 years
99
80.5
80.5
26 – 35 years
15
12.2
92.7
36 – 45 years
8
6.5
99.2
46 – 55 years
1
0.8
100.0
123
100.0
Total
Table 2 above shows that the respondents within the age bracket of 16 - 25 years are 80.5%, 26-35 years are 12.2%, 36-45 years are 6.5% and 46 - 55 years are 0.8%.
25
Table 3: Marital Status Frequency 98 25 123
Single Married Total
Percent 79.7 20.3 100.0
Cumulative Percent 79.7 100.0
Table 3 above shows that 79.7% of the respondents are singles, 20.3% are married respondents.
Table 4: Educational Qualification
Year 1 Year 2 Year 3 Year 4 Total
Frequency 53 44 20 6 123
Percent 43.1 35.8 16.3 4.9 100.0
Cumulative Percent 43.1 78.9 95.1 100.0
Table 4 above shows that 43.1% are Year 1 students, 35.8% are Year 2 students, 16.3% are Year 3 students and 4.9% are Year 4 students.
Table 5: How would you describe your knowledge about Economics Education? Frequency
Percent
Cumulative Percent
Adequate
89
72.4
72.4
Fair
34
27.6
100.0
Total
123
100.0
Table 5 above shows 89 respondents corresponding to 72.4% are of the view that they have adequate knowledge about Economics Education, while 34 respondents corresponding to 27.6% noted their knowledge of the subject is fair.
26
Table 6: Classrooms for Economics Education Frequency
Percent
Cumulative Percent
Adequate
52
42.3
42.3
Fair
37
30.1
72.4
Inadequate
34
27.6
100.0
Total
123
100.0
Table 6 above shows 52 respondents corresponding to 42.3% are of the view that classrooms for Economics Education are adequate; 37 respondents corresponding to 30.1% noted that the classrooms are fair; and 34 respondents corresponding to 27.6% noted that the classrooms are inadequate.
Table 7: Books and Reading materials Frequency
Percent
Cumulative Percent
Adequate
52
42.3
42.3
Fair
31
25.2
67.5
Inadequate
40
32.5
100.0
Total
123
100.0
Table 7 above shows 52 respondents corresponding to 42.3% are of the view that books and reading materials for Economics Education are adequate; 31 respondents corresponding to 25.2% noted that they are fair; and 40 respondents corresponding to 32.5% noted that the these facilities are inadequate. Table 8: Learning Environment Frequency
Percent
Cumulative Percent
Adequate
38
30.9
30.9
Fair
72
58.5
89.4
Inadequate
13
10.6
100.0
Total
123
100.0
Table 8 above shows 38 respondents corresponding to 30.9% are of the view that the learning environment for Economics Education is adequate; 72 respondents corresponding to 58.5% noted that the learning environment is fair; and 13 respondents corresponding to 10.6% noted that it is inadequate. 27
Table 9: Teaching Equipment and Tools provided Frequency
Percent
Cumulative Percent
Adequate
40
32.5
32.5
Fair
63
51.2
83.7
Inadequate
20
16.3
100.0
Total
123
100.0
Table 9 above shows 40 respondents corresponding to 32.5% are of the view that the Teaching Equipment and Tools provided are adequate; 63 respondents corresponding to 51.2% noted that the learning environment is fair; and 20 respondents corresponding to 16.3% noted that it is inadequate. Table 10: Computers, Internet connectivity Frequency
Percent
Cumulative Percent
Adequate
52
42.3
42.3
Fair
53
43.1
85.4
Inadequate
18
14.6
100.0
Total
123
100.0
Table 10 above shows 52 respondents corresponding to 42.3% are of the view that the computers and internet connectivity provided are adequate; 53 respondents corresponding to 43.1% noted that they are fair; and 18 respondents corresponding to 14.6% noted that they are inadequate. Table 11: TV & Audio-visual Gadgets Frequency
Percent
Cumulative Percent
Adequate
56
45.5
45.5
Fair
41
33.3
78.9
Inadequate
26
21.1
100.0
Total
123
100.0
Table 11 above shows 56 respondents corresponding to 45.5% said that TV & Audio-visual Gadgets are adequate; 41 respondents corresponding to 33.3% noted that they are fair; and 26 respondents corresponding to 21.1% noted that they are inadequate. 28
Table 12: Teaching Staff Frequency
Percent
Cumulative Percent
Adequate
51
41.5
41.5
Fair
64
52.0
93.5
Inadequate
8
6.5
100.0
Total
123
100.0
Table 12 above shows 51 respondents corresponding to 41.5% said that teaching staff are adequate; 64 respondents corresponding to 52% noted that teaching staff are fair; and 8 respondents corresponding to 6.5% noted that they are inadequate. Table 13: Curriculum contents of Economics Education Frequency
Percent
Cumulative Percent
Adequate
62
50.4
50.4
Fair
52
42.3
92.7
Inadequate
9
7.3
100.0
123
100.0
Total
Table 13 above shows 62 respondents corresponding to 50.4% said that Curriculum contents of Economics Education are adequate; 52 respondents corresponding to 42.3% noted that teaching staff are fair; and 9 respondents corresponding to 7.3% noted that they are inadequate. Table 14: Economics Education is designed to make students better managers of economic resources Frequency
Percent
Cumulative Percent
Strongly Disagree
22
17.9
17.9
Disagree
13
10.6
28.5
Neutral
13
10.6
39.0
Agree
67
54.5
93.5
Strongly Agree
8
6.5
100.0
123
100.0
Total
Table 14 above shows that 22% of the total respondents strongly agreed that Economics Education is designed to make students better managers of 29
economic resources; 54.5% agreed; 10.6% are neutral; 10.6% disagreed and 17.9% of the respondents strongly disagreed. Table 15: Economics Education helps to promote aspects of national policy on education especially issues of economic growth and development Frequency
Percent
Cumulative Percent
Strongly Disagree
13
10.6
10.6
Disagree
12
9.8
20.3
Neutral
23
18.7
39.0
Agree
70
56.9
95.9
Strongly Agree
5
4.1
100.0
123
100.0
Total
Table 15 above shows that 4.1% of the total respondents strongly agreed that Economics Education helps to promote aspects of national policy on education especially issues of economic growth and development; 56.9% agreed; 18.7% are neutral; 9.8% disagreed and 10.6% of the respondents strongly disagreed. Table 16: Economics Education has the prospect of stimulating technological progress for national development Frequency
Percent
Cumulative Percent
Strongly Disagree
9
7.3
7.3
Disagree
5
4.1
11.4
Neutral
39
31.7
43.1
Agree
63
51.2
94.3
Strongly Agree
7
5.7
100.0
123
100.0
Total
Table 16 shows that 5.7% of the total respondents strongly agreed that Economics Education has the prospect of stimulating technological progress for national development; 51.2% agreed; 31.7% are neutral; 4.1% disagreed and 7.3% of the respondents strongly disagreed.
30
Table 17: Economic education is helpful in preparing students adequately for the world of work and better performance in the industry Frequency
Percent
Cumulative Percent
Strongly Disagree
5
4.1
4.1
Disagree
19
15.4
19.5
Neutral
11
8.9
28.5
Agree
75
61.0
89.4
Strongly Agree
13
10.6
100.0
Total
123
100.0
Table 17 above shows that 10.6% of the total respondents strongly agreed that Economic education is helpful in preparing students adequately for the world of work and better performance in the industry; 61% agreed; 8.9% are neutral; 15.4% disagreed and 4.1% of the respondents strongly disagreed. Table 18: Economic education broadens students’ knowledge about inflation, trade relations, stock market, interest rate, taxation and other government policies Frequency
Percent
Cumulative Percent
Strongly Disagree
6
4.9
4.9
Disagree
17
13.8
18.7
Neutral
21
17.1
35.8
Agree
61
49.6
85.4
Strongly Agree
18
14.6
100.0
123
100.0
Total
Table 18 shows that 14.6% of the total respondents strongly agreed that Economic education broadens students’ knowledge about inflation, trade relations, stock market, interest rate, taxation and other government policies; 49.6% agreed; 17.1% are neutral; 13.8% disagreed and 4.9% of the respondents strongly disagreed.
31
Table 19: Teaching of Economics Education undergoes periodic quality assurance from the management. Frequency
Percent
Cumulative Percent
Strongly Disagree
10
8.1
8.1
Disagree
20
16.3
24.4
Neutral
22
17.9
42.3
Agree
58
47.2
89.4
Strongly Agree
13
10.6
100.0
Total
123
100.0
Table 19 shows that 10.6% of the total respondents strongly agreed that teaching of Economics Education undergoes periodic quality assurance from the management; 47.2% agreed; 17.9% are neutral; 16.3% disagreed and 8.1% of the respondents strongly disagreed. Table 20: Teacher’s style of teaching enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme Frequency
Percent
Cumulative Percent
Strongly Disagree
7
5.7
5.7
Disagree
9
7.3
13.0
Neutral
8
6.5
19.5
Agree
88
71.5
91.1
Strongly Agree
11
8.9
100.0
Total
123
100.0
Table 20 above shows that 8.9% of the total respondents strongly agreed that teacher’s style of teaching enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme; 71.5% agreed; 6.5% are neutral; 7.3% disagreed and 5.7% of the respondents strongly disagreed.
32
Table 21: Instructional facilities undergo periodic quality assurance from the management Frequency
Percent
Cumulative Percent
Strongly Disagree
9
7.3
7.3
Disagree
5
4.1
11.4
Neutral
37
30.1
41.5
Agree
61
49.6
91.1
Strongly Agree
11
8.9
100.0
Total
123
100.0
Table 21 above shows that 8.9% of the total respondents strongly agreed that instructional
facilities
undergo
periodic
quality
assurance
from
the
management; 49.6% agreed; 30.1% are neutral; 4.1% disagreed and 7.3% of the respondents strongly disagreed. Table 22: The instructional facilities enhance quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme Frequency
Percent
Cumulative Percent
Strongly Disagree
5
4.1
4.1
Disagree
18
14.6
18.7
Neutral
10
8.1
26.8
Agree
74
60.2
87.0
Strongly Agree
16
13.0
100.0
Total
123
100.0
Table 22 above shows that 13% of the total respondents strongly agreed that instructional facilities enhance quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme; 60.2% agreed; 8.1% are neutral; 14.6% disagreed and 4.1% of the respondents strongly disagreed.
33
Table 23: Curriculum contents of Economic Education undergo periodic quality assurance from the management Frequency
Percent
Cumulative Percent
Strongly Disagree
8
6.5
6.5
Disagree
19
15.4
22.0
Neutral
33
26.8
48.8
Agree
63
51.2
100.0
Total
123
100.0
Table 23 above shows that 51.2% of the total respondents agreed that instructional facilities enhance quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme; 26.8% are neutral; 15.4% disagreed and 6.5% of the respondents strongly disagreed. Table 24: The curriculum contents enhance quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme Frequency
Percent
Cumulative Percent
Strongly Disagree
10
8.1
8.1
Disagree
26
21.1
29.3
Neutral
29
23.6
52.8
Agree
58
47.2
100.0
Total
123
100.0
Table 24 above shows that 47.2% of the total respondents agreed that curriculum contents enhance quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme 23.6% are neutral; 21.1% disagreed and 8.1% of the respondents strongly disagreed. Table 25: The level of funding for Economic Education undergoes periodic quality assurance from the management. Frequency
Percent
Cumulative Percent
Strongly Disagree
7
5.7
5.7
Disagree
9
7.3
13.0
Neutral
8
6.5
19.5
Agree
88
71.5
91.1
Strongly Agree
11
8.9
100.0
Total
123
100.0
34
Table 25 above shows that 8.9% of the total respondents strongly agreed that the level of funding for Economic Education undergoes periodic quality assurance from the management; 71.5% agree; 6.5% are neutral; 7.3% disagreed and 5.7% of the respondents strongly disagreed. Table 26: The level of funding of the school system enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme Frequency
Percent
Cumulative Percent
Strongly Disagree
9
7.3
7.3
Disagree
5
4.1
11.4
Neutral
37
30.1
41.5
Agree
61
49.6
91.1
Strongly Agree
11
8.9
100.0
Total
123
100.0
Table 26 above shows that 8.9% of the total respondents strongly agreed that the level of funding of the school system enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme; 49.6% agree; 30.1% are neutral; 4.1% disagreed and 7.3% of the respondents strongly disagreed. Table 27: The learning environment for Economic Education undergoes periodic quality assurance from the management. Frequency
Percent
Cumulative Percent
Strongly Disagree
5
4.1
4.1
Disagree
18
14.6
18.7
Neutral
10
8.1
26.8
Agree
74
60.2
87.0
Strongly Agree
16
13.0
100.0
Total
123
100.0
Table 27 above shows that 13% of the total respondents strongly agreed that the learning environment for Economic Education undergoes periodic quality assurance from the management; 60.2% agree; 8.1% are neutral; 14.6% disagreed and 4.1% of the respondents strongly disagreed.
35
Table 28: The learning environment enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme Frequency
Percent
Cumulative Percent
Strongly Disagree
8
6.5
6.5
Disagree
19
15.4
22.0
Neutral
33
26.8
48.8
Agree
63
51.2
100.0
Total
123
100.0
Table 28 above shows that 51.2% of the total respondents agreed that the learning environment enhances quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme; 26.8% are neutral; 15.4% disagreed and 6.5% of the respondents strongly disagreed. Table 29: Irregular capacity-building and training for Economics Education lecturers affect students’ academic performance Frequency
Percent
Cumulative Percent
Strongly Disagree
10
8.1
8.1
Disagree
26
21.1
29.3
Neutral
29
23.6
52.8
Agree
58
47.2
100.0
Total
123
100.0
Table 29 above shows that 47.2% of the total respondents agreed that Irregular capacity-building and training for Economics Education lecturers affect students’ academic performance; 23.6% are neutral; 21.1% disagreed and 8.1% of the respondents strongly disagreed. Table 30: Learning environment in the school which is not conducive affect students’ academic performance in Economics Education Frequency
Percent
Cumulative Percent
Strongly Disagree
8
6.5
6.5
Disagree
10
8.1
14.6
Neutral
17
13.8
28.5
Agree
88
71.5
100.0
Total
123
100.0
36
Table 30 above shows that 71.5% of the total respondents agreed that learning environment in the school which is not conducive affect students’ academic performance in Economics Education; 13.8% are neutral; 8.1% disagreed and 6.5% of the respondents strongly disagreed. Table 31: Poor funding of Economics Education’s instructional resources affect students’ academic performance in Economics Education Frequency
Percent
Cumulative Percent
Strongly Disagree
5
4.1
4.1
Disagree
5
4.1
8.1
Neutral
37
30.1
38.2
Agree
64
52.0
90.2
Strongly Agree
12
9.8
100.0
123
100.0
Total
Table 31 above shows that 9.8% of the total respondents strongly agreed that poor funding of Economics Education’s instructional resources affect students’ academic performance in Economics Education; 52% agree; 30.1% are neutral; 4.1% disagreed and 4.1% of the respondents strongly disagreed. Table 32: Mathematical and statistical contents of Economics Education affect students’ academic performance Frequency
Percent
Cumulative Percent
Strongly Disagree
5
4.1
4.1
Disagree
19
15.4
19.5
Neutral
22
17.9
37.4
Agree
77
62.6
100.0
Total
123
100.0
Table 32 above shows that 62.6% of the total respondents agreed that mathematical and statistical contents of Economics Education affect students’ academic performance; 17.9% are neutral; 15.4% disagreed and 4.1% of the respondents strongly disagreed.
37
Table 33: Traditional teaching style of Economics Education affects students’ academic performance Frequency
Percent
Cumulative Percent
Strongly Disagree
8
6.5
6.5
Disagree
16
13.0
19.5
Neutral
21
17.1
36.6
Agree
61
49.6
86.2
Strongly Agree
17
13.8
100.0
Total
123
100.0
Table 33 above shows that 13.8% of the total respondents strongly agreed that traditional teaching style of Economics Education affects students’ academic performance; 49.6% agree; 17.1% are neutral; 13% disagreed and 6.5% of the respondents strongly disagreed.
4.3 Hypotheses Testing and Interpretations Five hypotheses were subjected to empirical testing using the Chi-square statistical technique. Hypothesis One H0: There is no significant relationship between teacher’s style of teaching and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. H1: There is significant relationship between teacher’s style of teaching and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. This hypothesis was tested using Chi-Square statistical test. This results are as follows.
38
Table 34: Hypothesis Testing 1 Educational Qualifications * Teacher’s style of teaching enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Crosstabulation Strongly Strongly Disagree Disagree Neutral Agree Agree Total Year 1 4 3 6 33 7 53 Year 2 1 2 2 35 4 44 Year 3 2 4 0 14 0 20 Year 4 0 0 0 6 0 6 Total 7 9 8 88 11 123 Chi-Square Tests Value df Asymp. Sig. (2-sided) a Pearson Chi-Square 16.677 12 .162 Likelihood Ratio 19.741 12 .072 Linear-by-Linear Association .120 1 .729 N of Valid Cases 123 a. 17 cells (85.0%) have expected count less than 5. The minimum expected count is .34.
From Tables 34 above, the calculated Chi-Square value (X2) of 16.667 is less than the tabulated Chi-Square value (XT) of 21.026 indicating there is an insignificant relationship. We therefore accept the null hypothesis and conclude that there is no significant relationship between teacher’s style of teaching and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
Hypothesis Two H0: There is no significant relationship between curriculum contents and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme H1: There is significant relationship between curriculum contents and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. This hypothesis was tested using Chi-Square statistical test. This results as follows.
39
Table 36: Hypothesis Testing 2 Educational Qualifications * The curriculum contents enhance quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Crosstabulation Strongly Disagree Disagree Neutral Agree Total Year 1 7 6 14 26 53 Year 2 3 10 14 17 44 Year 3 0 8 0 12 20 Year 4 0 2 1 3 6 Total 10 26 29 58 123 Chi-Square Tests Value df Asymp. Sig. (2-sided) a Pearson Chi-Square 17.858 9 .037 Likelihood Ratio 24.018 9 .004 Linear-by-Linear Association .045 1 .833 N of Valid Cases 123 a. 9 cells (56.3%) have expected count less than 5. The minimum expected count is .49.
From Table 35 above, the calculated Chi-Square value (X2) of 17.858 is greater than the tabulated Chi-Square value (XT) of 16.919 indicating the relationship is significant. We therefore reject the null hypothesis and conclude that there is significant relationship between curriculum contents and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
Hypothesis Three H0: There is no significant relationship between instructional facilities and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme H1: There is significant relationship between instructional facilities and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme
This hypothesis was tested using Chi-Square statistical test. This results as follows.
40
Table 36: Hypothesis 3 Educational Qualifications * The instructional facilities enhance quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Crosstabulation Strongly Strongly Total Disagree Disagree Neutral Agree Agree Year 1 4 5 8 34 2 53 Year 2 1 4 1 24 14 44 Year 3 0 9 1 10 0 20 Year 4 0 0 0 6 0 6 Total 5 18 10 74 16 123 Chi-Square Tests Value df Asymp. Sig. (2-sided) a Pearson Chi-Square 45.237 12 .000 Likelihood Ratio 44.338 12 .000 Linear-by-Linear Association .018 1 .894 N of Valid Cases 123 a. 13 cells (65.0%) have expected count less than 5. The minimum expected count is .24.
From Table 36 above, the calculated Chi-Square value (X2) of 45.237 is greater than the tabulated Chi-Square value (XT) of 21.026 indicating the relationship is significant. We therefore reject the null hypothesis and conclude that there is significant relationship between instructional facilities and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Hypothesis Four H0: There is no significant relationship between level of funding of the school system and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. H1: There is no significant relationship between level of funding of the school system and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. This hypothesis was tested using Chi-Square statistical test. This results as follows.
41
Table 37: Hypothesis 4 Educational Qualifications * The level of funding of the school system enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Crosstabulation Strongly Strongly Disagree Disagree Neutral Agree Agree Total Year 1 5 2 13 27 6 53 Year 2 2 0 19 21 2 44 Year 3 2 1 2 12 3 20 Year 4 0 2 3 1 0 6 Total 9 5 37 61 11 123 Chi-Square Tests Asymp. Sig. (2Value df sided) a Pearson Chi-Square 26.877 12 .008 Likelihood Ratio 22.949 12 .028 Linear-by-Linear Association .371 1 .543 N of Valid Cases 123 a. 14 cells (70.0%) have expected count less than 5. The minimum expected count is .24.
From Tables 37, the calculated Chi-Square value (X2) of 26.877 is greater than the tabulated Chi-Square value (XT) of 21.026 indicating the relationship is significant. We therefore reject the null hypothesis and conclude that there is significant relationship between level of funding of the school system and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
Hypothesis Five H0: There is no significant relationship between learning environment and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. H1: There is significant relationship between learning environment and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. This hypothesis was tested using Chi-Square statistical test. This results as follows.
42
Table 38: Hypothesis 5 Educational Qualifications * The learning environment enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Crosstabulation Strongly Disagree Disagree Neutral Agree Total Year 1 3 9 16 25 53 Year 2 4 8 11 21 44 Year 3 0 0 6 14 20 Year 4 1 2 0 3 6 Total 8 19 33 63 123 Chi-Square Tests Asymp. Sig. (2Value df sided) a Pearson Chi-Square 11.006 9 .275 Likelihood Ratio 16.195 9 .063 Linear-by-Linear Association .558 1 .455 N of Valid Cases 123 a. 8 cells (50.0%) have expected count less than 5. The minimum expected count is .39.
From Table 38 above, the calculated Chi-Square value (X2) of 11.006 is less than the tabulated Chi-Square value (XT) of 16.919 indicating the relationship is insignificant. We therefore accept the null hypothesis and conclude that there is no significant relationship between learning environment and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme.
43
CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION 5.1 Introduction After presenting and discussing the results of descriptive and inferential statistical tests in chapter four, this final chapter presents the summary of findings, recommendations and conclusion. 5.2 Summary of findings In this work, five research questions and five research hypotheses were tested. The results is as follows: Hypothesis 1 which stated that there is no significant relationship between teacher’s style of teaching and quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme was accepted. This is because the calculated Chi-Square value (X2) of 17.858 is greater than the tabulated ChiSquare value (XT) of 16.919 indicating that the one-tail test is insignificant. This result finds some degree of support from the findings of Trigwell, Prosser & Waterhouse (1999) which reported that in the classes where teachers style/approach to teaching is focused on transmitting knowledge, students are more likely to adopt a surface approach to the learning of the subject. However, for classes where students adopt deeper approaches to learning, teaching styles
are
more
oriented
towards changing the
students’
conceptions. Similarly, Felder & Henriques (1995) found that quality of learning occur in language classes because of mismatch the learning styles of students and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject.
Hypothesis 2 which stated there is no significant relationship between curriculum contents and quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme was rejected. This is because the calculated Chi-Square value (X2) of 17.858 is greater than the tabulated ChiSquare value (XT) of 16.919 indicating the relationship is significant. The findings is supported by the study of Stephenson & Yorke (2013) established that to have quality in teaching/learning, there is need find ways of embedding 44
capability ideas into the curriculum. Moreover, Nan-Zhao (2005) which confirmed that the competencies of all learners in the 21st century could effectively be developed through curriculum renewal. This because the school curriculum is premised to achieve two broad aims: one to provide equal opportunities for students to learn and attain the highest educational attainment. The second aim is to promote learners’ spiritual, moral, social and cultural development and prepare students for the world of work and societal responsibilities.
Hypothesis 3 which stated that there is no significant relationship between instructional facilities and quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme was rejected. This because the calculated Chi-Square value (X2) of 45.237 is greater than the tabulated ChiSquare value (XT) of 21.026 indicating the relationship is significant. This result is supported partly by the study of Okpala, Okpala & Smith (2001) which investigated the influence of instructional supplies expenditures and other variables on mathematics achievement scores of students. The investigation found that instructional supplies alone was not statistically significant in explaining mathematics test scores, but when considered along with other economic variables it does have impact on educational achievement.
Hypothesis 4 which stated that there is significant relationship between level of funding of the school system and quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme was rejected. This is because the calculated Chi-Square value (X2) of 26.877 is greater than the tabulated Chi-Square value (XT) of 21.026 indicating the relationship is significant. This is supported by the study Fuchs & Wößmann (2008) which investigated the factors which affect educational performance in math, science and reading looking at a number of factors. It was found that student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly associated with math, science and reading achievement. In other words, funding in terms of adequate school budget allocations.
Hypothesis 5 which stated that there is no significant relationship between learning environment and quality of Economics Education in YabaTech45
University of Nigeria’s Degree Programme was accepted. This is because the calculated Chi-Square value (X2) of 11.006 is less than the tabulated ChiSquare value (XT) of 16.919 indicating the relationship is insignificant. This is supported by the study Cohen, McCabe, Michelli & Pickeral (2009) which indicted that a positive environment otherwise called school climate fosters students development and learning necessary for a productive, contribute, and satisfying life in a democratic society 5.3 Conclusions This study has proven that the five components of quality assurance has different effects on Economics Education with specific reference to the YabaTech-UNN Degree Programme in Business Education. This finding enriched the quality assurance literature in the field of Economics Education, as it has provided a modest empirical evidence on this important issue with special reference to the quality assurance in Economics Education as taught under the YabaTech-University of Nigeria’s Degree Programme. 5.4 Recommendations In view of the far reaching findings above, the following recommendations are critical for developing an enduring quality assurance (QA) that would impact positively on Economics Education in YabaTech-University of Nigeria’s Degree Programme in particular and across all other tertiary institutions in general. i.
There is for proper sensitisation of the people on the real essence of Economics. This measure when properly carried out would fast-track attitudinal change and elicit positive commitment from parents, student, wards and all other stakeholders towards Economics Education.
ii.
The authority and other stakeholders should provide adequate funding for Economics Education in order to meet the goals of objectives of Economics education. Adequate funding would boost standards and quality of manpower, instructional resources and infrastructural resources in Economics Education in Nigeria. At the governmental level, the Ministry should lobby the Tertiary Education Trust Fund (TETFUND) to earmark adequate funding for tertiary institutions running Economics Education considering its importance for national development. In the same vein, the organised private sector should be 46
sensitised to support institutions offering Economic Education courses with their social responsibility investment as done in developed nations by CISCO, Beverage Company/Cappy, Microsoft Inc., and other multinational companies. iii.
Exchange programme between the Industry and the Economics departments is inevitable for effective teaching outcomes that meet industrial needs and that of individuals for self-employment and improved productivity. Exchange arrangements often bridge the gaps between theory and practice as well as acquaint the Economics Education students and their institutions with the present needs and expectation in the industry.
iv.
Existing institutions offering Economics Education should invest massively in periodic capacity-building training programmes for instructors. This effort would keep trainers informed of best practices and methodological changes in the field.
v.
The Ministry of Education in collaboration with the supervisory agencies should embark on sensitisation campaign though the mass media to enrich public understanding and perception on the socioeconomic benefits of TVET. This is needed to correct the negative stereotyping of students on different TVET programmes.
vi.
In order to ensure effective curriculum implementation, there is need for the supervisory agencies to ensure all institutions with Economics Education implement uniform standards, training, evaluation and certification at federal and state levels.
vii.
In the area of uniform quality assurance on Economics Education, the Ministry and supervisory agencies are advised to put in place enduring mechanisms for QA. This is imperative to standardize, monitor and control quality of training, process, instructional resources, teachers and examinations. An effective QA would ensure students are adequately prepared for the needs of the industry. This would be possible if regulatory authorities mentioned above could develop a strong institutional supervision mechanism to regularly supervise the teaching and learning of economics education in Nigeria. 47
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ECONOMICS EDUCATION QUALITY ASSURANCE QUESTIONNAIRE Quality Assurance and Economics Education in Nigeria: Evidence from YabaTech-University of Nigeria’s Degree Programme in Business Education This structured questionnaire is designed to generate information from you on Quality Assurance and Economic Education & Training. Please be assured that data generated are purely for this research, and will be treated with the utmost confidentiality they deserve. Your sincere cooperation is hereby solicited. Thanks. Instruction: Please mark or tick the appropriate box. SECTION A: PERSONAL DATA OF RESPONDENTS A1. Sex of respondent:
Male
Female
A2. Age of respondent: (a) 15 – 24 years (b) 25 – 34 years (c) 35 – 44 years (d) 45 – 54 years (e) 55 years above A3. Marital status of respondent: (a) Single (c) Divorced
(b) Married (d) Widow
A4. Educational level of respondent in YCT-UNN Business Education: (a) Year I . (b) Year II (c) Year III (d) Year IV A5. How would you describe your knowledge about Economics Education? (a) Extensive (b) High (c) Fair (d) Poor
S/N B1. B2. B3. B4. B5. B6. B7. B8.
Please rate the quality of facilities in your institution against the items below. Section B: Assess the Quality of Economics Education Facilities in Your Institution Economics Education Facilities Adequate Fair Inadequate Classrooms for Economics Education Books and Reading materials Learning Environment Teaching Equipment and Tools provided Computers, Internet connectivity TV & Audiovisual Gadgets Teaching Staff Curriculum contents of Economics Education Section C: Benefits of Economics Education Key Strongly Agree (SA), Agree (A), Neither Agree nor Disagree (N) Disagree (D) and SA A Strongly Disagree (SD) [5] [4] C1. Economics Education is designed to make students better managers of economic resources.
C2. C3. C4.
Economics Education helps to promote aspects of national policy on education especially issues of economic growth and development Economics Education has the prospect of stimulating technological progress for national development. Economic education is helpful in preparing students adequately for the world of 55
N [3]
D [2]
SD [1]
C5.
work and better performance in the industry. Economic education broadens students’ knowledge about inflation, trade relations, stock market, interest rate, taxation and other government policies.
Section D: Quality Assurance in Economics Education Key Strongly Agree (SA), Agree (A), Neither Agree nor Disagree (N) Disagree (D) and SA A Strongly Disagree (SD) [5] [4] D1. Teaching of Economics Education undergoes periodic quality assurance from the management. D2. Teacher’s style of teaching enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. D3. Instructional facilities undergo periodic quality assurance from the management. D4. The instructional facilities enhance quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme. D5. Curriculum contents of Economic Education undergo periodic quality assurance from the management. D6. The curriculum contents enhance quality of Economics Education in YabaTechUniversity of Nigeria’s Degree Programme. D7. The level of funding for Economic Education undergoes periodic quality assurance from the management. D8 The level of funding of the school system enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. D9. The learning environment for Economic Education undergoes periodic quality assurance from the management. D10. The learning environment enhances quality of Economics Education in YabaTech-University of Nigeria’s Degree Programme. Section E: Challenges facing Economics Education Key Strongly Agree (SA), Agree (A), Neither Agree nor Disagree (N) Disagree (D) and SA A Strongly Disagree (SD) [5] [4] E1. Irregular capacity-building and training for Economics Education lecturers affect students’ academic performance. E2. Learning environment in the school which is not conducive affect students’ academic performance in Economics Education. E3. Poor funding of Economics Education’s instructional resources affect students’ academic performance in Economics Education. E4. Mathematical and statistical contents of Economics Education affect students’ academic performance. E5. Traditional teaching style of Economics Education affects students’ academic performance. THANK YOU for taking time to complete this survey.
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N [3]
D [2]
SD [1]
N [3]
D [2]
SD [1]
