EDUCATIONAL MANAGEMENT PROJECT TOPICS AND MATERIALS

The inadequate allocation of funds across departments of government or public hospitals has led to a whole lot of problems with our public health sector. Cases of fraud and over expenditure in our public hospitals has been a cause for concern, the general poor performance of public hospitals has led to medical tourism which has resulted in our country loosing substantial amount of money that would have improved our economy. Equally, cases of under-funding of our hospitals have been common especially in our government/public hospitals.

The knowledge of educational psychology is a strong weapon for the enhancement of effective teaching and learning. It is assumed that this project will help teachers know and apply certain principles on diagnosis of learning problems. When the problems are diagnosed, the teacher with the knowledge of educational psychology will put in various schedules of reinforcement. He will also include motivational principles.

CHAPTER ONE INTRODUCTION Background of the study Education is indispensable for all nations aspiring towards basic knowledge to achieve greatness. It is based on this premise that Ogbonnaya (2003) asserted that a nation that considers compulsory education for citizens sees it as an agent of sustainable growth and development. In recognition of the above, education in Nigeria is an instrument “par excellence for effecting national development” (Federal Republic of Nigeria, FRA, 2004: 49). Education represents the totality of the institutional structures and processes that determine both learning and teaching as the means for the transmission and improvement of a society’s repertoire of knowledge, ideas, abilities, beliefs, culture and morality from one generation to another (Ibrahim, 2004). Okeke (2009) observed that the functionality of Nigeria’s education is in doubt from his research findings on the high rate of unemployment among educational output form primary to university levels in Nigeria. According to Nnamani (2007) statistics shows that up to 40% of graduates of tertiary institutions in Nigeria remain unemployed after the National Youth Services Corps. This ugly trend in educational output in Nigeria continues to grow unabated with severe consequences to the educations rector. The nation’s educational system has not provided enough job opportunities for its outputs or graduates (Haris, 2010). In recognition of the inability of the eco

Abstract The study was carried out to assess of the competencies of Business studies teachers in the upper 9-year basic schools in Kwara State. Four research questions and four null hypotheses guided the study. The study employed survey research design. The population for the study was 1,201 Business studies teachers from which 361 teachers were randomly selected as sample for the study. The instrument for data collection was questionnaire titled Business Studies Teachers Competencies questionnaire (BSTCs). Three experts validated the instrument. To obtain the reliability coefficients of the questionnaire, 15 copies of the questionnaire were trial tested on 15 Business studies teachers in Nsukka educational zone of Enugu State, after which Cronbach alpha reliability method was used for data analysis. A coefficient of 0.98 was obtained. Mean and standard deviation were used to answer the research questions while t-test statistics and Analysis of Variance (ANOVA) were used for testing the research hypotheses at 0.05 level of significance. The findings of this study showed that the Business studies teachers in the upper 9 –year basic schools in Kwara state possessed 64 out of the 114 identified competency items while the teachers do not possess competencies in the remaining 50 items required for effective teaching and learning of Business studies. The study also revealed that, there is no significant difference in the mean ratings of the responses of the respondents on the co

Abstract The study examined the extent of availability and utilization of web-based tools in Nigerian Universities. A descriptive cross section survey research design was used for the study. Nine research questions were posed and six hypotheses formulated to guide the study. The population of the study consists of 35,680 lecturers and students in federal, state, and private universities in the study area. The sample is 395 lecturers and students, a proportionate stratified sampling technique was used to group the respondents into departments after which simple random sampling was used to draw the sample from the strata. The instruments for data collection were a checklist and questionnaires which were validated and internal consistency reliability coefficients determined using cronbach alpha technique; Data were analyzed using the IBM Statistical Package for Social Sciences version 2.0. Percentage, mean and standard deviation were used to answer the research questions, while ANOVA was used to test the hypotheses at 0.05 level of significance. It was found that Web-based tools are more available for effective delivery of instruction in State and Private Universities than Federal Universities in Nigerian; resources such as internet services, web-based learning software, personal laptops, scanners, smart boards, on-line library are available to a high extent. There was a significant difference in the mean ratings of lecturers and students in federal, state, and private universi

ABSTRACT The study was designed and conducted to determine the effectiveness of the Collaborative learning instructional strategy (CLIS) in influencing students’ achievement and retention in Upper Basic Secondary School Social Studies. Five research questions and five null hypotheses guided the study. A Quasi-Experimental Pre-test, Post-test, Non-equivalent Control Group Design was adopted for the study. A sample of 124 upper Basic VII Social Studies students, drawn by both purposive and simple random sampling techniques from two co-educational schools in Agege Education District 1 was used for the study. The two schools were assigned to experimental and control groups respectively. Two intact classes in each school-(one as experimental and the other one as control group) were randomly selected. The experimental and control groups were taught the concept of values, leadership and followership, science and technology by the regular social studies teachers. Three instruments Pre-SSAT, Post-SSAT and Retention Test were developed, duly validated and reliability of coefficient (.086) before using them for data collection. The research questions were answered using mean and standard deviation while the hypotheses were tested at (0.05) using analysis of covariance (ANCOVA). The result of data analysis showed that, there is a significant difference in the mean achievement scores of students taught social studies with collaborative learning instructional strategy and those taught w

Over the past decades, the unfortunate reality is that the income gap has widened betweenNorthern Ghanan families. Educational outcomes are one of the key areas influenced by familyincome. Children from low-income families often start school already behind their peers whocome from more affluent families. The incidence, depth, duration and timing of poverty allinfluence a child’s educational performance, along with communitycharacteristics and social networks (Evan, 2004). However, both Northern Ghanan and international organizationshave shown that the effects of poverty can be reduced using sustainable interventions.

ABSTRACT This study focused on the Effect of Total Physical Response Method on Student’s Achievement in English Vocabulary in Junior Secondary Schools in Akoko South Education Zone of Ondo State. Three research questions were posed and three null hypotheses were formulated to guide the study. The study engaged quasi-experimental research design, otherwise known as pretest – posttest non-equivalent control group design involving two intact classes from each of the randomly selected schools. Purposive random sampling was used to select two schools for the study. The two intact classes randomly selected were assigned to experimental and control groups. The experimental group comprised 83 male and female students from schools located in rural and urban areas. The control group comprised 77 male and female students from rural and urban areas. The experimental group was taught English vocabulary using Total Physical Response method while the control group was taught English Vocabulary using Grammar-Translation method. The instrument which was validated by experts’ and used for data collection was English Vocabulary Achievement Test (EVAT). Four different lesson plans for the two groups with the same instructional objectives and questions but different teaching strategies were developed. EVAT was administered to 20 students before the treatment for the purpose of estimating the reliability of the instrument. The internal consistency of the instrument was determined using Kuder-Richa

ABSTRACT This study determined the effect of two modes of improvised instructional materials on secondary school students’ achievement in Obollo-Afor Education Zone. Five research questions and five hypotheses were formulated to guide the study. The design was quasi-experimental pre-test – post test non-randomized, non-equivalent group. The population for the study comprised all the 3,758 senior secondary two (SS II) students of the 37 co-educational schools in Obollo Afor education zone. The sample consisted of 149 (71 males and 78 females) students drawn randomly from four comparable schools. Students in two schools, one urban and the other rural were taught government using teacher-improvised instructional materials while students from the other two schools were guided in improvising instructional materials that were used to teach them. A researcher- made Government Achievement Test (GAT) was the instrument used for the study. The instrument was tested for reliability yielding a reliability coefficient of 0.65 using the Kudder Richardson (KR20). Mean, standard deviation and ANCOVA were used to analyze data. Results of the study showed that there was no significant difference in the achievement of students exposed to teacher improvised materials and those exposed to student improvised materials although students exposed to teacher improvised materials had a slightly higher adjusted mean score than their counterparts exposed to students improvised materials. Students’ mean

The history of Academic Staff Union of Universities (ASUU)’s strike can be traced back to 1978, the period of the beginning of the decline in the oil boom, when the country faced the consequences of the failure by its rulers to use the oil wealth to generate production and a social welfare system. Military dictatorship had eroded deeply the basic freedoms in the society. Academic forum and university autonomy were casualties of military dictatorship. The funding of education, and so of universities, became poorer. The factors required a changed orientation of the union of academics. However, questionnaires were administered to seek the opinions of the students in University Students (ENUGU) and in University of Nigeria (NSUKKA), Enugu States and one thousand and fifty four staff and students were randomly selected. Nine hundred and seventy one respondents validly returned their questionnaire. From the analyzed data, it was observed that frequent strikes had adverse effects on the academic performance of students. Based on the findings of the study, recommendations were made that adequate measures should be put in place by government and the Academic Staff Union of Universities (ASUU) etc to check incessant strike in the educational system; and conclusively that government owned Universities should emulated private school owners by avoiding strikes and intensify efforts to convince ASUU on the evils of strikes to see that students would have enough time to study so that they c