International Journal of Education, Learning and Development (IJELD)

EA Journals


Lecturers’ Workload and Productivity in Universities in Delta State (Published)

This study investigated lecturers’ workload and productivity in Universities in Delta State. Six research questions were answered and six corresponding null hypotheses were tested at 0.05 level of significance. The study adopted the correlational research design. The population of the study comprised 164 Heads of Department (HODs) in six public and private universities in Delta State. A sample of 115 HODs were drawn through stratified random sampling technique and used for the study. Two instruments titled ‘Lecturers Workload Scale’ (LWS) and ‘Lecturers’ Productivity Scale’ (LPS) were used for data collection. Face and content validities of the instruments were ensured by experts. The reliability coefficients of the instruments (LWS and LPS) were determined using Cronbach Alpha reliability estimate and the reliability coefficient of the LWS was 0.72 while that for LPS was 0.74. Pearson Product Moment Correlation was used to answer research questions 1,2,3,4 and 5. The corresponding hypotheses were subjected to 0.05 alpha level of significance. Research question 6 was answered using Multiple Regression while ANOVA associated with multiple regressions were used to test hypothesis 6. It was found that, there is significant high negative relationship between lecturers teaching workload, marking workload, supervision of students’ project workload, research workload and participation in community service workload and productivity in Universities in Delta State independently and jointly taken. It was recommended among others that lecturers should always ensure that their teaching activities are well prioritized so as to give adequate attention to the learning needs of students.

Keywords: Lecturer, Productivity, Universities, Workload

Reassessing the Link between Government Spending on Education and National Development in Nigeria (Published)

The study examined the relationship between government spending on education and national development in Nigeria using secondary data from the period 2001 to 2017. The study adopted gross domestic product as proxy for national development and the dependent variable; while government spending on education (representing Federal Government annual budgetary provision for the education sector) and inflation were used as the explanatory variables. Time series data for the study period was collected from the Federal Ministry of Finance, Office of the Accountant-General of the Federation and Central Bank of Nigeria (CBN) Official Gazette. The study employed descriptive statistics and multiple regression analysis based on the E-view 10 software as techniques of data analysis. The results provided evidence that government spending of education had significant positive effect on national development (at 5% level), while inflation had an insignificant effect on national development (at 13%). Overall, the study concluded that government spending on education has statistically significant positive effect on national at 5% with a probability of F-statistics value of 0.000000.  This means that government spending on education will enhance the availability of high level manpower that will ultimately bring about improvements in productivity leading to increase in national development. Based the findings, the study recommend that government should increase annual budgetary allocation to education sector to 26% of total annual budget in line with the UNESCO requirements; that the responsible organs of government should set targets and goals aimed at minimizing as much as possible (if not completely eradicating) misappropriation of funds.

Keywords: Education, Government spending, Inflation, National Development, Output, Productivity

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