Institutional Academic Culture and Effective Implementation of Educational Technology Curriculum in Tertiary Institutions in Cross River State, Nigeria (Published)
This study investigated institutional academic culture influences educational technology curriculum implementation in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of the study, two research questions were posed and two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted the ex-post facto research design. The population of the study comprises of two thousand seven hundred and seventy-one (2,771) students of educational technology studying in the University of Calabar, the Cross River University of Technology, Calabar College of Education Akamkpa and College of Education Obudu, all in Cross River State. A total sample of six hundred and eighty-two (682) students was used for the study. The collected data was analyzed using One-Way Analysis of Variance (ANOVA) with LSD Post-hoc analysis for the two hypotheses. The findings of the study revealed that institutional academic culture significantly influence educational technology curriculum implementation in tertiary institutions in Cross River State Nigeria, it was recommended among other things that every school should make it compulsory to have regular laboratory experience to enhance the learning experiences and also promote creative culture through adherence to students centered learning method.
Keywords: Cross River State, Curriculum, Educational Technology, Effective Implementation, Tertiary Institutions, institutional academic culture
Students’ Concerns and Views on Effectiveness of Implementation of a Post-Diploma in Basic Education Distance Learning Programme (Published)
This study sought to find out issues of serious concern to Post-Diploma students at the Kumasi Study Centres of the University of Education, Winneba, distance education programme. It also solicited their views on how to address those concerns. A descriptive cross-sectional quantitative survey using a self-designed structured questionnaire was employed to randomly select 291 respondents from a population of 1,200. The reliability coefficient of the questionnaire was 0.73. The data were analyzed using the Statistical Package for Social Sciences (SPSS 16.0 version). The study identified inadequate feedback and contact with lecturers/instructors, poor facilities and conditions at the study centres, high cost of programme, delay in the supply of modules, absenteeism of instructors, among others, as issues of serious concern to students. The number one issue of concern was delay in the supply of modules. It was revealed that early supply of modules, ensuring improvement in facilities and conditions at the centres, among others, would address students’ concerns on the programme. The study contributes to the importance of student involvement in successful implementation of distance education programmes.
Keywords: Effective Implementation, Programeme, Students Concerns, Students Involvement, Views., distance learning