Linkage and Advancement Services for Sustainable Digital Literacy Skills Among Undergraduates in Bayelsa State (Published)
In the contemporary educational landscape, the integration of digital literacy skills stands as a pivotal determinant of academic success and professional preparedness. The study explored how the linkage and advancement services can sustain the acquisition of digital skills among undergraduates in Bayelsa State, Nigeria. A descriptive survey research design was adopted for the study. Two (2) research objectives were formulated to guide the study. The population of the study comprised of all principal officers of the ICT units, Linkage and Advancement units, and undergraduates from the seven tertiary institutions in Bayelsa State. A structured questionnaire was used to collect the quantitative data. Experts in Measurement and Evaluation and the field of Education will validate the instruments for data collection. The data gathered was analyzed using descriptive through Statistical Package for Social Science (SPSS) version 26. Findings revealed that the extent to which linkage and advancement services enhance sustainable digital literacy among undergraduates in Bayelsa State is low. It was recommended that the tertiary institution management ensure that Linkage and Advancement services are harnessed for sustainable improvement of digital literacy among undergraduates in Bayelsa State.
Keywords: Undergraduates, advancement services, linkage, sustainable digital skills
TEACHING RESEARCH WRITING TO FEMALE UNDERGRADUATES IN SAUDI ARABIA (Published)
Female undergraduate students and their teachers in the Department of Science at Najran University, Saudi Arabia face many challenges when it comes to producing high-quality academic writing, such as gaining access to the knowledge-based resources required for academic writing, learning the conventions used in academic writing, and acquiring and applying knowledge and skill sets within different contexts. The results suggest that the primary concerns for addressing the challenges are aligning the views of the students and teachers on the potential problems of essay writing and integrating academic-writing skills and practices into the curriculum through informal activities. To improve the teaching and practice of academic writing at Najran University, short essay assignments and literature reviews could be incorporated into existing courses, and a new intensive course on academic reading and writing could be established. Any strategy should, however, consider the value and impact of the proposed measures and the whole scope of problems faced by the students.
Keywords: Academic Writing, Higher Education, Self-learning, Teaching practices, Undergraduates, Writing essays
TEACHING RESEARCH WRITING TO FEMALE UNDERGRADUATES IN SAUDI ARABIA (Review Completed - Accepted)
Female undergraduate students and their teachers in the Department of Science at Najran University, Saudi Arabia face many challenges when it comes to producing high-quality academic writing, such as gaining access to the knowledge-based resources required for academic writing, learning the conventions used in academic writing, and acquiring and applying knowledge and skill sets within different contexts. The results suggest that the primary concerns for addressing the challenges are aligning the views of the students and teachers on the potential problems of essay writing and integrating academic-writing skills and practices into the curriculum through informal activities. To improve the teaching and practice of academic writing at Najran University, short essay assignments and literature reviews could be incorporated into existing courses, and a new intensive course on academic reading and writing could be established. Any strategy should, however, consider the value and impact of the proposed measures and the whole scope of problems faced by the students
Keywords: Academic Writing, Higher Education, Self-learning, Teaching practices, Undergraduates, Writing essays