Department of Educational Management

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https://repository.lcu.edu.ng/handle/123456789/43
Educational Management

Welcome to the Department of Educational Management

The Department of Education in a university offers academic programs, research opportunities, and faculty expertise focused on studying and advancing education. It provides undergraduate and graduate degrees, conducts research in various areas of education such as psychology, curriculum development, and educational technology, and collaborates with other departments for interdisciplinary initiatives. Overall, it prepares educators, conducts research to enhance educational practices, and contributes to the advancement of knowledge in the field of education.

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  • Guidance and Counselling
  • Social Studies Educationy
  • Business Education
  • Measurement & Evaluation
  • Social Studies Education

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Browsing Department of Educational Management by Subject "Academic Achievement"

Now showing 1 - 6 of 6
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    Classroom Management Practices and Teaching Methods as Predators of Senior Secondary School Students’ Academic Achievement in Mathematics in Oyo Town, Oyo State
    (Lead City University, Ibadan, 2023-12) Moses Bamidele AKINLOYE
    The study examined the influence of Classroom Management Practices and Teaching Methods on the Academic Achievement of Secondary School Students in Mathematics in Oyo Town, Oyo State. The study was based on the Theory of Planned Behavior and Theory of Reasoned Action. The descriptive survey research design was adopted for this study. The sample size was 2185 students, using a multi-stage sampling technique. A modified questionnaire was used as the research instrument with a reliability coefficient of 0.86. The results showed that the secondary school students' average academic achievement in mathematics in Oyo Town was low (X̄=2.35). The majority of teachers used Teacher- centered methods (weighted mean=3.18), while student-centered (weighted mean=1.99) and teacher-student interactive (weighted mean=1.97) methods were used less. The results also indicated that Classroom Management Practices and Teaching Methods have a significant influence on Academic Achievement in mathematics (R 2= 0.413, F= 190.74, p<0.05). Where R 2 is the coefficient of influence, together they contribute or determine 41.3% of student Achievement in Mathematics. Classroom rules (41.7% or 0.417), teacher-student interaction method (35.0% or 0.318) and classroom design (31.8% or 0.318) had major influence while student centred (19.5% or 0.195), teacher centred (9.5% or 0.095) and discipline (2.5% or0.025) had lesser influence. Male students (=2.33, Std=0.979, p<0.05) had higher achievement compared to female students (=2.13, Std=0.828, p<0.05). The study concluded that teacher-centered methods are mostly used to teach M athematics, and classroom rules have the most significant influence on students' academic achievement. Classroom Management Practices and Teaching Methods have a significant influence on students' Academic Achievement in mathematics in Oyo Town. The study recommended that teachers adopt teacher-student interaction and that there should be provisions made for workshops on classroom management practices to improve learning. Keywords: Classroom Management Practices, Teaching Methods, Academic Achievement, Teaching, Learning Word Count: 282
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    Instructional Facilities, Lecturers’ Indices, Attitude and Time Management as Determinants of Students’ Academic Achievement in Keyboarding in Colleges of Education, Southwest, Nigeria
    (Lead City University, 2023-12) Sikirat Aderonke RAMONI
    Students’ poor academic achievement has been a great concern to the stakeholders in Business Education, especially with performance in Keyboarding in Colleges of Education in Southwest, Nigeria. This signifies a critical setback to Business Education in particular and economic growth in general. This study investigates possible causes that could serve as determining factors to poor students’ academic achievement in Keyboarding in Colleges of Education in Southwest, Nigeria. Five research questions were raised and five hypotheses were formulated to guide the study. Descriptive research design of survey type was used for the study. The population consisted of Business Education students and their lecturers in Colleges of Education in Southwest, Nigeria. The sample size consisted of 600 students who have completed required BED courses and 70 lecturers. Data were collected using the adopted NCCE Checklist and standardised questionnaires. The instrument has a reliability coefficient of 0.87. Research questions were analysed with descriptive statistics using mean ( ?ത ) and standard deviation while the hypotheses were analysed with inferential statistics using Multiple Regression Analysis and t-test at 0.05 significant level. Findings revealed that instructional facilities availability was below NCCE requirement (˂ 100%), adequacy was moderate (?ത = 3.11; SD = 0.91) while utilization was very high (?ത = 3.51; SD = 0.81). Lecturers’ indices were moderate ( ?ത = 2.06; SD = 0.83), students’ time management was moderate (?ത = 3.06, SD = 0.91), students’ academic achievement was average (69%) while there was negative attitude of students towards Keyboarding ( ?ത = 2.70; SD =0.96). All formulated hypotheses were significant with adequacy and time management (F(2, 597) =602.096, R2 = 0.669, Adjusted R2 = 0.667), on relative influence, time management (β = - 0.134, t = -0.624); adequacy (β = 0.951, t = 4.434), on joint influence, adequacy, students’ attitude and time management (F(3, 596) = 406.778, R2 = 0.672, Adjusted R2 = 0.670), academic staff indices and utilisation (β = 0.307, t = 2.723, β = 0.562, t = 4.996) while institution ownership difference (federal (?ത = 3.18, SD = 0.47), state (?ത = 2.41, SD = 0.65), (F(1, 598) = 279.928), all significant at 0.05). It was concluded that instructional facilities, lecturers’ indices, students’ attitude and time management all have significant impact on students’ academic achievement. The study therefore, recommends that there should be strict compliance to the BMAS while NCCE should ensure adequate supervision of all Colleges of Education in the country. Keywords: Instructional Facilities, Students’ Attitude, Time Management, Lecturers’ Indices, Academic Achievement Word Count: 298
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    Parental Involvement and Family Structure as Determinants of Private School Pre-school Children Academic Achievement in Literacy in Oyo State
    (Lead City University, 2023-12) Josephine ABIODUN-KOLAWOLE
    This study investigated parental involvement and family structure as determinant of private schools preschool children academic achievement in literacy in Oyo State. The study was guided by Epstein’s Conceptual Model Theory and Social Capital Theory. Three research questions and three hypotheses were formulated. Descriptive survey research was adopted. Study population comprised 3,295 private primary schools and 217,850 pre-school pupils. Sample size consisted of 834 private primary school, 4100 pre-school pupils and 4,100 parents. Parental Involvement and Family Structure on Pre-school Children’s Academic Achievement in Literacy Questionnaire (PIFPCA) (r=0.87) and Pre-School Pupil Literacy Examination (PPLE) containing fifteen questions were used. Data were analysed using descriptive and inferential statistics. Results showed that level of academic achievement in Literacy among pre-school students in Oyo State is excellent. Level of parents' involvement (x= 3.40) in the preschool children education in Oyo State is moderate. The overall level of family structure of private schools preschoolers is moderate (x=2.61). There is significant combined influence of parental involvement and family structure on the academic achievement in literacy of private school preschool children (Adj. R2=0.620, F(2.612)= 14.575, P<0.05). Parental involvement (B = 0.147; p = 0.019) and family structure (B= 0.202; p =0.008) have positive influence on preschoolers academic achievement in literacy. Home environment (F(1.6229)= 0.464, p-value=0.496) has no influence on pre-school children academic achievement in literacy. Hence, the level of academic achievement should be maintained and improved, parents should improve on their involvement in preschool children’s education, single parenting and polygamous family structure should endeavour to provide family support to improve their children academic achievement. Keywords: Academic Achievement, Family Structure, Home Environment, Literacy, Nuclear Family, Polygamous Family, Pre-School, Single Parenting. Word Count: 259
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    Principals’ Supervisory Techniques, Teachers’ Workload and Secondary School Students’ Academic Achievement in English Language in Oyo Central Senatorial District, Oyo State
    (Lead City University, 2023-12) Adesakin Matthew ADEKUNLE
    Recent studies have explored number of factors influencing students' academic achievement in English Language, including parental and student attributes, teacher effectiveness, environmental factors, and school-related variables. However, limited comprehensive research has delved into the influence of principals' supervisory techniques and teachers' workload on this critical facet of education. This study bridged this research gap by investigating the influence of principals' supervisory techniques and teachers' workload on the academic achievement of senior secondary school students in English Language within the Oyo Central Senatorial District. The research involved a sample size, comprising 2,690 students, 426 teachers, and 99 principals, selected through random sampling techniques. Data were collected using adapted questionnaire and achievement test, with subsequent analysis employing descriptive and inferential statistical methods at a significance level of 0.05.The study's findings revealed that the combined influence of principals' supervisory techniques and teachers' workload did not yield statistically significant effects on students' academic achievement in English Language (Adj.R = 0.017, F = 0.402, p =0.671). Additionally, the investigation into the relative influence of principals' supervisory techniques (β = 0.045, p = 0.706) and teachers' workload (β = 0.097, p = 0.422) on academic achievement in English Language yielded no statistically significant results. In conclusion, this research emphasizes the limited impact of principals' supervisory techniques and teachers' workload when considered together on the academic achievement of senior secondary school students in English Language within the Oyo Central Senatorial District. To address this, it is recommended that measures be implemented to enhance school principals' capabilities through in-service training, seminars, and workshops, enabling them to better apply supervisory techniques. Additionally, English Language teachers should be allowed to focus exclusively on teaching, thereby creating an environment conducive to enhancing students' language proficiency. Keywords: Supervisory Techniques, Teachers’ Workload, Academic Achievement Word Count: 283
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    School Resources and Home Factors as Determinants of Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis
    (Lead City University, 2023-12) Serifat Aribike Makinde
    Students’ poor academic performance in Agricultural Science among public secondary school students’ has been a source of concern and a major threat to the future of Agriculture in Nigeria. This study was therefore, conducted to investigate the influence of two major variables; School Resources and Home Factors on Senior Secondary School Students Academic Achievement in Agricultural Science in Ibadan Metropolis. The research utilized a descriptive survey design. The population included all SSS2 students in public secondary schools offering Agricultural Science (N=1,026) and 721 of these were eventually analyzed using multistage sampling. Agricultural Science Achievement Test (ASAT) and Students’ Questionnaires on School Resources and Home Factors (SQSRHF) were used for data collection. Data were analyzed with the use of descriptive statistics of frequency counts, percentages, mean and standard deviation and inferential statistics of multiple regression and t-test at 0.05 significant level. Findings revealed a low level of academic achievement, with almost 93% scoring below 50%. Both resource availability (Mean=2.41; SD=1.132) and utilization (Mean=2.17; SD=0.891) in surveyed schools were low. There was a significant combined influence of School Resources and Home Factors on academic achievement (F=298.899; p=0.000), explaining 60.6% of the variation. Home Factors (Beta=0.610; p=0.000) have a higher relative influence than School Resources (Beta=0.205;p=0.000). Additionally, a statistically significant gender difference is observed, with male students outperforming females (Mean difference=0.05; p=0.014). Recommendations include prioritizing resource acquisition for teaching agricultural science by the concerned government and school administrators and; raising awareness among parents to support their children's education. Keywords: Academic Achievement, Agricultural Science, Home factors, School Resource, Ibadan Metropolis. Word Count: 246
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    Teachers’ Attitude and Professional Qualifications as Predictors of Academic Achievements in Literacy and Numeracy among Preschoolers in Ibadan North, Oyo State
    (Lead City University, 2023-12) Evelyn Aisha AKPA
    This study investigated teachers’ attitude and professional qualifications as predictors of academic achievement in Literacy and Numeracy among preschoolers in Ibadan North LG, Oyo state. The descriptive survey research design of the ex-post facto was adopted. The sample were three hundred and ninety five (395) preschoolers and forty eight (48) preschool teachers. Teachers’ Attitude and Professional Qualifications Questionnaire (TAPQQ) gave r value of .808; KR21 gave a value of .765 for the Literacy and Numeracy Achievement Test (LNAT). The findings showed the overall attitude score in private schools, that 70.0% of teachers had a poor attitude, while 30.0% had a good attitude; while in public preschools (83.3%) was poor; while 16.7% was good. Most public preschool teachers (77.8%) had experience of 21 years and above; while only 10.0% of the private preschool teachers had same years of experience. The teachers in both public and private preschools had engaged in continual professional development of which 83.3% were from private schools and 72.2% were from public schools (P>0.05). Literacy (B = 1.89 with a p-value <0.001) shows the joint prediction of teachers’ attitude was significant at p<0.01; B = -0.74 with a p-value=0.22 indicated the joint prediction of professional qualification was not significant at P<0.01. Numeracy (B = 1.19 with a p-value <0.001) indicated the joint prediction of teachers’ attitude was significant at p<0.01; while B = -0.17 with a p-value=0.76 indicated the joint prediction of professional qualification was not significant at P<0.01. Based on the above, it was recommended that local educational authorities should implement policies aimed at equalising access to resources and educational opportunities; teachers’ training and professional development programmes that focus on building positive attitudes should be promoted. In conclusion, there is need to address the issue of disparities in teaching between private and public schools. Keywords: Teachers’ Attitude, Teachers’ Professional Qualifications, Academic Achievement, Literacy and Numeracy, Preschoolers Word Count: 297