ABSTRACT
This study determined the relationship between motivational strategies, quality assurance and lecturers’ effective instructional delivery in the south east Nigeria. The study adopted a correlational survey research design. A sample of 403 lecturers drawn from a population of 1009 lecturers selected from nine public universities in the south east Nigeria using multi-stage sampling procedure. The instruments for data collection were Motivational Strategies Questionnaire (MOSTRAQ), Quality Assurance Questionnaire (QAQ) and Lecturers’ Effective Instructional Delivery Questionnaire (LEIDQ) which were all developed by the researcher. The instruments were validated by three experts, two in Educational Management and one in measurement and evaluation, all in College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. The internal consistency of the items in the instruments were determined using Cronbach Alpha statistic which yielded coefficients of 0.765, 0.748 and 0.928 for of MOSTRAQ, QAQ and LEIDQ respectively. Four research assistants helped in data collection. Out of the 403copies of the three instruments administered respectively, 321 copies of each of the instruments representing 80% rate of return were well filled by the respondents and used for data analysis. Pearson product moment correlation was used to answer the research questions raised for the study while linear regression analysis was used to test the null hypotheses that guided the study at 0.05 level of significance. The findings showed among others that the Professional development of lecturers, Quality remuneration of lecturers, prompt promotion of lecturers, Quality infrastructural facilities, Accreditation of academic programmes and supervision of lecturers’ academic activities respectively to a very high extent relate to lecturers’ instructional delivery while campus shuttle system as well as quality staff quarters to a moderate and high extent respectively relate to lecturers’ effective instructional delivery. It could be concluded that motivational strategies as well as quality assurance respectively significantly relate with the lecturers’ effective instructional delivery in Southeast Nigeria. Based on the findings, it was recommended among others that University authorities should establish different motivational strategies for her lecturers to ensure effective instructional delivery.
TABLE OF CONTENTS
Page
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of content vi
List of tables ix
Abstract xi
CHAPTER 1:
INTRODUCTION 1
1.1
Background to the Study 1
1.1
Statement of the Problem 11
1.2
Purpose of the Study 13
1.3
Research Questions 14
1.4
Hypotheses 15
1.5
Significance of the Study 16
1.6
Scope of the Study 17
CHAPTER 2: REVIEW
OF RELATED LITERATURE 19
2.1 Conceptual
Framework 19
2.1.1 Concept of motivation 19
2.1.2 Motivational strategies 22
2.1.2.1. Campus shuttle system 23
2.1.2.2. Professional development of
lecturers 25
2.1.2.3. Quality staff quarters 30
2.1.2.4. Quality remuneration 32
2.1.2.5. Prompt promotion of lecturers 33
2.1.3 Quality assurance 35
2.1.3.1 Quality assurance mechanism 36
2.1.3.2. Quality physical facilities 36
2.1.3.3. Accreditation of academic
programmes 38
2.1.3.3.1
Objectives of accreditation 39
2.1.4. Supervision of lecturers’
academic activities 40
2.1.5 Lecturers’ instructional
delivery 43
2.2 Theoretical
Framework 44
2.2.1 Abraham Maslow’s hierarchy of
needs of (1954) 45
2.2.2 Frederick Herzberg’s two-factor
theory (1959) 50
2.2.3 Theory of human management in
organization of (1960) 52
2.2.3.1. McGregor Theory X (1960) 52
2.2.3.2. McGregor Theory Y (1960) 53
2.3 Empirical
Studies 56
2.4 Summary
of Review of Related Literature 75
CHAPTER 3:
METHODOLOGY 77
3.1 Design
of the Study 77
3.2 Area of
the Study 77
3.3 Population
of the Study 79
3.4 Sample
and Sampling Techniques 79
3.5 Instrument
for Data Collection 80
3.6 Validation
of the Instrument 81
3.7 Reliability
of the Instrument 81
3.8 Method
of Data Collection 82
3.9 Method
of Data Analysis 83
CHAPTER
4: RESULTS AND DISCUSSION 84
4.1 Result 86
4.2 Summary
of the Findings 104
4.3 Discussion
of the Findings 105
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 112
5.1 Summary
of the Study 112
5.2 Conclusion 113
5.3 Educational
Implications of the Study 114
5.4 Recommendations 116
5.5 Limitation
of the Study 117
5.6 Suggestions
for Further Study 117
References 118
Appendix 126
LIST OF TABLES
4.1 Correlation Matrix between Free campus
shuttles system and lecturers’ 84
Effective instructional delivery
4.2
Regression Analysis on Extent of
Relationship between Free campus 85
shuttles system and lecturers’ Effective instructional
delivery
4.3 Correlation
Matrix between professional development of lecturers and 86
lecturers’
Effective instructional delivery
4.4 Regression Analysis on Extent of
Relationship between Professional
Development of lecturers and
lecturers’ Effective Instructional delivery 87
4.5 Correlation
Matrix between Quality staff quarter and lecturers’ Effective 87
instructional
delivery
4.6 Regression
Analysis on Extent of Relationship between staff quarter and
lecturers’
Effective instructional delivery 88
4.7 Correlation
Matrix between Quality remuneration of lecturers and lecturers’
Effective instructional delivery
89
4.8 Regression Analysis on Extent of
Relationship between Quality Remuneration
of
and lecturers’ Effective instructional delivery 90
4.9 Correlation
Matrix between Prompt Promotion of lecturers and lecturers’ 90
Effective instructional delivery
4.10 Regression
Analysis on Extent of Relationship between prompt Promotion of 91
lecturers and
lecturers’ Effective instructional delivery
4.11 Correlation
Matrix between quality Infrastructural facilities and lecturers’
Effective
instructional delivery 92
4.12 Regression
Analysis on Extent of Relationship between prompt Promotion
of
lecturers and lecturers’ Effective instructional delivery 93
4.13 Correlation
Matrix between accreditation of programmes and lecturers’
Effective
instructional delivery 94
4.14 Regression
Analysis on Extent of Relationship between accreditation of
programmes and
lecturers’ Effective instructional delivery 95
4.15 Correlation
Matrix of Relationship between Supervision of lecturers’ academic
activities and
lecturers’ Effective instructional delivery 96
4.16 Regression
Analysis on Extent of Relationship between Supervision of lecturers’
academic activities and lecturers’ Effective
instructional delivery 97
4.17 Correlation Matrix of Motivational
strategies (free campus shuttle,
professional development, staff quarters,
quality remuneration and promotion)
and lecturers effective instructional delivery.
85
4.18 Scheffe
Test on Relative Contribution of motivational strategies (free campus
shuttles system, professional development of
lecturers, quality staff quarter, quality
remuneration of lecturers, and Prompt promotion of
lecturers) and lecturers’
effective instructional delivery. 99
4.19 Multiple
Regression Analysis of motivational strategies (Free Campus Shuttles
System,
Professional Development of Lecturers, Quality Staff Quarter,
Quality
Remuneration of Lecturers, Prompt Promotion of Lecturers)
and Lecturers’ effective instructional
delivery 100
4.20 Correlation
Matrix between quality assurance (quality
infrastructural
facilities, accreditation
of programmes,
supervision
of lecturers’ academic
activities) and lecturers’
effective instructional delivery. 101
4.21
Scheffe Test on Relative
Contribution of quality assurance (quality
infrastructural
facilities, accreditation
of programmes,
supervision
of lecturers’
academic
activities) and lecturers’ effective instructional delivery. 102
4.22 Multiple
Regression Analysis of quality assurance (quality
infrastructural
facilities,
accreditation of programmes, supervision of lecturers’ academic
activities) and Lecturers’
effective instructional delivery 103
LIST OF FIGURES
1: Abraham
Maslow’s Hierarchy of needs (Nnachi, 2009) 45
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The
functionality of every sector of the economy, the education system to be
precise depends solely on the motivation of its workforce as well as quality
assurance indicators in the system. This revealed that human capital remains an
essential element in attaining quality productivity in every organization in
which motivational drive and adequate organizational climate become inevitable. Federal Republic of Nigeria (FRN) (2014)
stated that the teacher is the most important resource in the secondary school system who prepares students for higher
education and useful living within the society. Since education
workforce is a salient element in the university community, the likeliness that
poor human capital management may de-motivate emerge. Possibly, it could be
said that adequate motivational strategies of workforce tend to bring about
high level of productivity in the university education which is obtainable
through effective instructional delivery. If human capital formation is an
enviable factor in achieving high performance in the educational system, the
role of lecturers in the university education becomes an issue of discuss.
Lecturers
are major key actors in instructional delivery whose activities centres on
improving learners learning ability, motivating students to learn, imparting
new concepts and ideas to students, modelling and guiding students towards
better career. Lecturers also transfer new knowledge to learners as well as
assist learners explore their creative ability in contributing to the
development of their nation. Ofojebe and Ezugoh (2010) defined a teacher as one
whose profession includes teaching (instructing), imparting knowledge, innovation
and guiding learners to pass through the learning process. Lecturers therefore
are vested with the responsibilities of ensuring appropriate initiatives and
creative skills in impacting knowledge to the students as well as being
committed to the students, parents, community, profession and the employer.
Obunadike (2016) defined a teacher as the one trained to help a learner to
acquire necessary knowledge, skills and attitude through a variety of ways of
which are intertwined. In essence, the activities carried out by lecturers help
in transforming and reforming the minds of the learners, guide them to develop
new ideas, gain useful information for skillful existence and develop good
cultural habit required by the society. Lecturers stand as formidable force in
assisting learners develop their creative skills as a result, motivating
lecturers becomes indisputable.
Motivation
is amongst the strategies that help in achieving high level performance in an
organization. Motivation of workforce emerges with learning about approaches to
influence individuals to be functional in discharging their occupational task
performance for effective and efficient attainment of the organizational
defined goals. Ibiam (2015) viewed motivation as perception, methods, activities
used by the management for the purpose of providing a climate that is conducive
to the satisfaction of the various needs of the employee so that they may
become satisfied, dedicated and effective task performers. She maintained that
motivation is a source of energy for human action. Robbins and Judge (2008)
defined motivation as set of psychological process that causes the arousal,
direction and persistence of an individual’s behavior towards attaining goal. Motivation
could be of intrinsic and extrinsic values. Extrinsic motivation involves the
need to strive to achieve an objective. Lecturers have both intrinsic and
extrinsic needs. A lecturer who is intrinsically motivated could undertake a
task for its own sake, for the satisfaction it provides or for the feeling of
accomplishment and self-actualization. On the other hand, an extrinsically
motivated lecturer may perform the activity in order to obtain some reward such
as salary.
In
a school setting, the stimulus includes the motivational factors that are
provided by the school management for effective instructional delivery and
optimal academic result. Motivation thus is defined as the act of enticing and
captivating the attention of individuals towards putting their best in achieving
better result in an organization. Guay (2010) noted that the process of
motivation is much more complex because people have different needs and
different goals. It implies that motivation of workforce in the field of
education and other organizational settings remain a vital component towards
ensuring sustainable instructional delivery in the system. There is likeliness
that motivational factors among workforce may vary from one person to another,
notwithstanding the ability of the employee to understand and approach diverse
motivational drives or needs of individuals become essential. If motivation can
energize and ensure self-actualization among workforce for effective task
performance, motivational strategies become vital issues to look into.
Motivational
strategies could be viewed as those inspirational and energetic techniques
employed by an employer to entice employee to put in his/her best in achieving
high level of productivity in such organization. Dornyei (2001) defined
motivational strategies as methods that encourage the individual’s goal related
behavior. Therefore, any approach which an employer employed in ensuring job
satisfaction and achievement among individual workforce is seen as motivational
strategy. Ofojebe and Ezugoh (2010) indicated motivational strategies to
include; Staff development and training, Participatory decision making, Good
working conditions; remunerations, Promotion as at when due, Job security,
Recognition of lecturers profession (professionalism), conducive working
environment, Provision of adequate instructional materials, Financial rewards,
awards, lecturers course advancement using TETFund and sponsorship of both
local and international seminars, conferences and workshop participations as it
is done in other fields.
The
study thus discussed some motivational strategies such as free campus shuttles,
professional development, quality staff quarter, quality remuneration of
lecturers. Prompt promotion, quality infrastructural facilities, accreditation
of courses and supervision of lecturers’ academic activities were also discussed.
These strategies are specific suggestions for gaining knowledge about and
practicing teaching skills, and a variety of activities. Since motivational
strategies are important in carrying out motivational exercise, quality free
university shuttle for lecturers become essential in quality task performance
among lecturers.
Quality
free campus shuttles could be seen as the availability and accessibility of
quality campus transportation that aids effective movement from one faculty to
another or any other environment in which one intends to go to. School
transportation is an important issue for every higher institutions of learning
as it is seen as a very sensitive factor that influences or affects all
participants in the system. Sakellariou, Kotoula, Morfoulaki and Mintsis (2016)
contend that school transportation system remains an appropriate design and the
provision of maximum safety are necessary actions need to be taken into account
while organizing such a system. School transportation includes the movement of
workforce and students to and fro school units and school activities.
Morfoulaki, Kotoula, Mirovali and Aifantopoulou (2015) argued that walking,
biking, use of private cars; buses and taxis are all modes composing a school
transportation system, while students, parents, relatives and friends,
teachers, drivers and school bus attendants are the basic stakeholders. In
essence free university shuttle as provided by the school administration tends
to enhance and motivate the academic and non-academic staff of the institution
towards quality productivity and effective instructional delivery. Quality free
university shuttle systems remain one of the major challenges faced by various universities
in Nigeria. Since free university shuttle system aids effective movement in the
university, there is every likeliness that staff professional development may
motivate lecturers towards effective delivery of instruction.
Professional
development remains one of the manpower development measures required for
quality service delivery amongst lecturers. Nwabueze (2010) defined
professional development as a commitment to a structured skill enhancement and
personal or professional competence. Professional development therefore is the
activities carried out in ensuring that educational workforce receives adequate
orientation and improvement in carrying out their daily official duties. Professional development of lecturers thus plays
an essential role in knowledge enhancement, acquisition of new and advanced
skill, assist lecturers in building competence, mastery of courses content and
all round development in the educational system. Lawal in Ekpo, Edet and Nkama
(2013) averred that staff development programmes for teachers remain essential
in educational process aimed at having required competence in teaching
profession. However, issues such as on-the-job training, in-service training,
orientations, seminars, conferences, pre-service training, off-the-job training
and workshops remain essential elements of professional development courses for
lecturers. Quality staff quarters or housing is another factor of staff
motivation in the university community.
Quality
staff quarter is an essential life supporting strategy for sustainable human
development. It assists in improving quality standard of living. Adedipe (2009) contend that one
of the most intractable socio-economic problems facing the Nigeria nation today
is acute shortage of comfortable and affordable housing for the people. The
major problem in providing quality housing for lecturers in higher institutions
of learning have been identified to be poor financial resources and poor
welfare attitude of the university administration on the staff. The housing
allowance of lecturers if implemented, increases the salary for the lowest
earner in the public service will bring about quality standard of living among
lecturers. Regarding quality housing for lecturers, House or Rent Subsidy is
the outcome of the Udeoji Public Service Review Commission in 1974, which
recommended that free quarters be given to teachers and they will pay rent to
government at the same rate as their counterparts in the civil and public service
of the federation. Modebelu (2010) observed that teachers are entitled to
government loans to build their own houses. If quality staff quarters could
energize and stir the capacity and capability of lecturers to deliver
instruction effectively, quality remuneration may likely increase the speed of
productivity among lecturers.
Quality remuneration of lecturers in
Nigerian universities seemed to be an issue that still raises unending
argument. Quality remuneration of workforce in an establishment remains a
cogent technique for motivating staff to perform qualitatively in their
occupational task performance. In essence, if workforce in an organization is
effectively and qualitatively paid, the zeal and passion to perform in their
job task areas are achieved speedily. Maicibi in Ojeleye (2017) defined
remuneration as pay or reward given to individuals for work done. He further
identified the indicators of remuneration to include: basic salary, wages,
health schemes, pension schemes, transport allowance, overtime allowances and
responsibility allowances. Ojeleye (2017) defined remuneration as monetary
benefits in form of salaries, wages, bonuses, incentives, allowances and
benefits that accrued to an employee or group of employees by the employer as a
result of services rendered, commitment to the organization or reward for
employment. Richadson
(2010) noted
that remuneration is the reward or compensation given to the employees for
their work performances. Quality remuneration
therefore entails that the total income or salary due for an individual is paid
as at when due without any act of deduction, percentage payment and even delay
in payment of said salary or entitlements. The act of prompt promotion for
university lecturers tends to give quality insight on the fast development and
achievement of success in the schooling system.
Prompt promotion in universities in
the present day society remains a serious factor of deliberation. Most
lecturers seem to be denied of their promotional entitlement as at when due as
others are been denied of their promotions while others may face the challenge
of prompt promotion. Nwachinemere (2019) defined promotion as an upward
mobility of an employee, which changes their present position to one that makes
him assume greater responsibility and professional status. Prompt promotional
exercise amongst lecturers therefore tends to motivate lecturers towards
putting their best in delivery of instruction. If motivational strategies could
influence instructional delivery by lecturers, quality assurance thus emerges
in assisting lecturers in achieving their instructional objectives. In essence,
prompt promotion serves as a motive or energizing factor to individual
workforce to put on more effort as well as possess sense of belonging in an
organization for the sole aim of improving organizational status and
achievement. Since there is prompt promotion among workforce in an
organization, the tendency of quality assurance may likely have a relative
implication in an organization.
Quality
assurance remains a standard as compared to other related facts or events. It
therefore implies that quality assurance deals with monitoring, assessment and
evaluation of a standard set in an organization towards achieving a stated
goals or objectives. This is to say that there is a specification in which the
organization (education system) is expecting to maintain in its activities in
either setting a pace or maintaining its stand in both internal and external
environments. Elassy (2015) defined quality assurance as the process of
ensuring educational stakeholder that education offered by the university is “fit for purpose”. Matovu (2017) defined quality assurance as a
collection of policies, procedures, systems, and practices designed to achieve,
maintain, and enhance quality of education offered.
Quality
assurance is seen as the ability of an institution to meet with the
expectations of users of manpower in relation to the quality of skills acquired
by the outputs (Ajayi & Akindutre, 2017). This entails that the universities
are expected to meet certain certification that relates to academic issues,
student-personnel administration, staff-personnel administration, students’
ratio, funding, infrastructural development, school plant planning, policy
formulation and implementation, academic approval (accreditation of departments
& courses) and other indicators that depicts quality sustenance in the
education system. Agreeing to this fact, National University Commission defined
quality assurance as the key component to successful internationalization, a
mechanism for building institutional reputation in the competitive local and
global setting which is the foundation for consumers’ safety. Quality assurance
therefore is defined as the process of monitoring and evaluating the set
policies and programmes of an institution for maintaining reputation and
standard at all levels of competitive market. The adequacy of quality assurance
factors and its application enhances sustainable development of the school
community and the larger community. These quality assurance factors include;
supervision of lecturers’ academic activities, accreditation of courses and
quality infrastructural facilities amongst others.
Supervision
of lecturers’ academic activities plays key role in quality assurance and
service delivery of education offered in the educational institutions. Stephen
(2014) defined supervision as a distinct professional activity in which
education and training aimed at developing science-informed practice are
facilitated through a collaborative interpersonal process. It involves
observation, the facilitation of supervisee self-assessment, evaluation,
feedback and the acquisition of knowledge, and skills by instruction, modeling
and mutual problem solving. In addition, building on their cognition of the
strengths and talents of the supervisee, supervision encourages self-efficacy.
Tyagi (2010) defined supervision of instruction as an indispensable factor that
boosts teachers' job performance and effective operation of the school system.
This aptly shows that when instructional activities and programmes are
supervised qualitatively, it invariable reflect in productivity level of
workforce as regards to their occupational task of imparting new concepts to
the learners. If supervision should play a role in quality control measures,
quality infrastructural facilities can as well enhance quality educational
outcome.
Quality
infrastructural facilities is the ability of making available all required
atmosphere of equipment need in carrying out daily instructional activities.
The resources thus embrace all moveable and non-moveable resources found in the
school system in a high adequacy level. By quality of infrastructural
facilities, we simply embodied the absence of sub-standard materials or
inferior material in the school. Mayama
(2012) and Lumisli (2009) agreed that lack of basic facilities such as
inadequate classroom, library, and laboratories can compromise teaching of
science subjects which may end up affecting students’ performance negatively.
Quality infrastructural facilities thus help in gaining accreditation by the
accrediting bodies in tertiary institutions of learning. Accreditation of
programmes in the university thus remains one of the measures for quality
assurance as well as maintaining standard in the university system.
The
accreditation exercise is a primary assignment of National University
Commission (NUC) which is done by teams of experts, mostly from the university
system and other professional bodies. The exercise in its purpose geared
towards promoting compliance with required standards and other regulations in
higher education, with regard to the improvement of quality in university
education in the area of teaching, research and community service amongst
others. Oliver, Nwosu and Ugwu (2014) defined accreditation of programmes as an
exercise that assures employers and other members of the community that
Nigerian graduates of all academic programmes have attained an acceptable level
of competency in their areas of specialization. National Universities
Commission in Akomolafe (2009) defined accreditation as a certification to the
international community that the programmes offered in Nigerian universities
are of high standards and their graduates are adequate for employment and for
further studies.
It
must be pointed out that government approved Minimum Academic Standard
documents for providing minimum course content in each degree programme,
minimum floor space for lecture and laboratory facilities for students. It also
encompasses minimum amount of laboratory space, library, minimum staff-student
ratio for effective teaching and learning in any particular discipline. Gurin
(2014) observed that the progress recorded by the National University
Commission (NUC) in tertiary institution could be significantly linked to the
effective coordination that it has provided for university education, as well
as the collaborative efforts of the universities in promoting quality service
delivery in teaching, research and community service.
Accreditation
of programmes in the tertiary institutions could be defined as the process of
regulating and coordinating all the activities of the tertiary institutions
towards maintaining quality standards. These standards includes; staff
recruitment, infrastructural facilities and academic activities among others.
Successful accreditation of educational programmes thus paves way for effective
instructional delivery in the university system.
Instructional delivery remains the
major task performance of every academic staff of institutions of learning be
it pre-primary, primary, secondary or tertiary institutions of learning. Ayeni
and Afolabi (2012) defined instructional delivery as statutory curricula
functions that are performed by the workforce to enable learners achieve the
set educational goals in schools. This greatly depends on the level commitment
of both the university management and lecturers to make judicious and adequate
use of available human and material resources to ensure quality assurance in
the teaching-learning process. The quality of lecturers in delivery instruction
remains their ability to demonstrate high profound professional attributes in
terms of expatriate, scholarly experience, improvising self-design
instructional resources, high level of technicality in handling a given course
and the ability of authority on allocated courses which serves as a pivotal to
successful instructional exercise, students’ learning outcomes and evaluation
of the instructional outcome. Ayeni (2010) contended that teacher’s role is
crucial to effective and efficient learning, the teacher is expected to provide
essential inputs like adequate planning of lesson notes, effective delivery of
lessons, proper monitoring and evaluation of students’ performance, providing
regular feed-back on students’ performance, improvisation of instructional
materials, adequate keeping of records and appropriate discipline of students
to produce and enhance expected learning achievement in secondary schools. The
aim of any lecturer in the classroom is to help learners learn, inquire,
develop problem-solving technique, and cope with their own emotional needs and
within and outside the institution.
1.2
STATEMENT OF THE PROBLEM
It
has been observed that in most public universities, lecturers are faced with
poor motivational strategies and poor quality assurance. These factors of poor
motivational strategies and poor quality assurance often results to ineffective
delivery of instruction thus motivational strategies becomes relevant in the
university environment.
Ideally, there is need for good motivational
strategies and quality assurance in the university community for the purpose of
achieving effective instructional delivery among lecturers. This should
incorporate adequate remuneration of lecturers, constant professional
development, training and re-training of lecturers, adequate and prompt
remuneration, provision of good work condition, payment of entitlements,
allowance, fringe benefits, quality free university shuttle for lecturers,
quality staff housing, ensuring quality control measures and other motivational
strategies remain a good measure to enhance lecturers’ instructional delivery.
Currently,
there has been an observed degeneration in the academic performance, attitude
and values of university students and graduates as a result of ineffective
delivery of lecturers caused by poor motivational strategies and poor quality
assurance in the university education. One may wonder if the high rate and the
failure of students especially in oral examinations and interview is not the
reflection of instructional quality delivery in the various tertiary
institutions of learning. The problem of lecturers’ low morale and non-challant
attitude in discharging their instructional responsibilities has resulted into
students’ impersonation, examination malpractice, and social violence within
and outside the school. Lecturers poor remuneration, poor and high cost of
university shuttle system, delay in promotion, poor housing, difficulties in
accessing professional development, salary indebtedness, unconducive work condition
among lecturers has manifested in lecturers’ unwillingness to participate efficiently
in quality instructional delivery. The problem of this study therefore put in
question form; to what extent do lecturers’ motivation strategies and quality
assurance relate to lecturers’ effective instructional delivery in universities
in South East, Nigeria?
1.3 PURPOSE OF THE STUDY
The
study examined the extent to which motivational strategies and quality
assurance factors correlates with lecturers’ effective instructional delivery in
South East, Nigeria. Specially, the study
1.
determined the extent to
which free campus shuttles system relate to lecturers’ effective instructional
delivery.
2.
determined the extent to
which professional development of lecturers relate to lecturers’ effective instructional
delivery.
3.
ascertained the extent to
which quality staff quarter relate to lecturers’ effective instructional
delivery.
4.
determined the extent to
which quality remuneration of lecturers relate to lecturers’ effective instructional
delivery.
5.
ascertained the extent of
relationship between prompt promotion and lecturers’ effective instructional
delivery.
6.
ascertained the extent to
which quality infrastructural facilities relate to lecturers’ effective instructional
delivery.
7.
ascertained the extent to
which accreditation of programmes relate to lecturers’ effective instructional
delivery.
8.
determined the extent to
which supervision of lecturers’ academic activities relate to lecturers’ effective
instructional delivery.
9.
ascertained the extent to
which motivational strategies jointly relate to lecturers’ effective
instructional delivery.
10. determined
the extent to which quality assurance jointly relate to lecturers’ effective
instructional delivery.
1.4 RESEARCH QUESTIONS
The
following research questions guided the study. They are;
1.
To what extent does free
campus shuttles system relate to lecturers’ effective instructional delivery?
2.
To what extent does
professional development of lecturers relate to lecturers’ effective instructional
delivery?
3.
What is the extent of
relationship between quality staff quarter and lecturers’ effective instructional
delivery?
4.
What is the extent of
relationship between quality remuneration of lecturers and lecturers’ effective
instructional delivery?
5.
To what extent does
prompt promotion of lecturers relate to lecturers’ effective instructional
delivery?
6.
What is the extent of relationship
between quality infrastructural facilities and lecturers’ effective instructional
delivery?
7.
What is the extent of
relationship between accreditation of programmes and lecturers’ effective instructional
delivery?
8.
To what extent does
supervision of lecturers’ academic activities relate to lecturers’ effective instructional
delivery?
9.
To what extent do
motivational strategies jointly relate to lecturers’ effective instructional
delivery?
10. To
what extent do quality assurance jointly relate to lecturers’ effective
instructional delivery?
1.5 HYPOTHESES
The
following null hypotheses were formulated and tested at 0.05 level of
significance to guide the study.
H01:
There is no significant relationship between free university shuttle system and
lecturers’ effective instructional delivery.
H02:
There is no significant relationship between professional development of
lecturers’ and lecturers’ effective instructional delivery.
H03: There
is no significant relationship between staff quarter and lecturers’ effective instructional
delivery.
H04: There
is no significant relationship between quality remuneration of lecturers’ and lecturers’
effective instructional delivery.
H05:
There is no significant relationship between prompt promotion and lecturers’ effective
instructional delivery.
H06:
There is no significant relationship between quality physical facilities and lecturers’
effective instructional delivery.
H07:
There is no significant relationship between accreditation of programmes and lecturers’
effective instructional delivery.
H08:
There is no significant relationship between supervision of lecturers’ academic
activities and effective instructional delivery.
H09: There
is no significant joint relationship between motivational strategies and
lecturers’ effective instructional delivery.
H010:
There is no significant joint relationship between quality assurance and
lecturers’ effective instructional delivery.
1.6 SIGNIFICANCE OF THE STUDY
This
study, motivational strategies and quality assurance as correlates of lecturers’
effective instructional delivery in universities in South East, Nigeria would
be of great significance as its findings would be relevant to the government,
federal ministry of education, national universities commission, university
administrators, lecturers and researchers.
Government
would benefit from the study by understanding the need to provide the lecturers
with required resource needed for their professional development in their various
fields of study. It would also give them insight on the need to provide quality
remuneration for the educational workforce. The findings of the study would
reveal to the government the motivational and quality assurance strategies that
relate to lecturers’ instructional delivery. The knowledge would enable the
government to empower the universities and lecturers towards achieving quality
productivity in the system.
The
Federal Ministry of Education would benefit from the findings of the study
through ensuring that there is adequate training and re-training of lecturers in
various universities. It would also guide them on the importance national
praise, award and national recognition to the outstanding lecturers in various
colleges or faculties in various universities nationwide, provision of adequate
instructional materials and ensuring that lecturers are paid and promoted at
when due.
The
National University Commission would also benefit from this study by
undertaking series of policy reformation as regards to teaching professionalism
in tertiary education as well as guide the commission in annual assessment of
various tertiary institutions on human capital development and sustainability.
It would also help them in maintaining strict measures in achieving sustainable
quality assurance in universities.
The
university administrators would also benefit from the findings of the study by
understanding the need to strategically provide and sustain conducive working
condition or atmosphere for the lecturers to carry out their instructional
activities effectively. It would also assist them to identify those work needs
of the lecturers as well as ensure that their security needs are meet with.
The
lecturers would benefit from the study through the understanding for sustaining
professional ethics, establish right attitude towards delivery of instruction,
and develop their skills. It would also assist them to identify the challenges
that influence effective delivery of instruction as well as to analyze the
internal and external factors that linked with motivation.
The
findings of this study would be beneficiary to researchers as it would provide
them with current information on motivational strategies and quality assurances
as it correlates with lecturers’ instructional delivery. It would also help
them in their review of related literature. This study would also serve as a
working document for academic consultation in educational sector as well as
help in knowledge development.
1.7 SCOPE OF THE STUDY
The
study was delimited to motivational strategies and quality assurance factors as
correlates of lecturers’ effective instructional delivery in universities in South
East Nigeria. Specifically, public
universities were used for the study. The study covers motivational strategies
and quality assurance factors as the independent variables with emphasis on
professional development, free university shuttle system, quality staff
quarters, quality remuneration, prompt promotion for motivational strategies
and record keeping, adequate infrastructural facilities, accreditation of
course and supervision of lecturers’ academic activities as quality assurance
factors. Lecturers instructional delivery served as the dependent variable of
the study. The sub-variables for effective instructional delivery includes;
instructional plan, classroom control, classroom discipline amongst others. The
study was delimited to all the respondents in the nine public universities in
South East, Nigeria using four federal universities with faculty or college of
education and five state universities. The universities are Michael Okpara
University of Agriculture Umudike (MOUAU), University of Nigeria Nsukka (UNN),
Alex Ekwueme Federal University Ndufu-Alike Ikwo (AEFUNAI), Enugu State
University of Science and Technology (ESUT), Imo State University Owerri
(IMSU), Chukwuemeka Odumegwu Ojukwu University, Igbariam (COOUI), Nnamdi
Azikiwe University Akwa (UNIZIK), Abia State University Uturu (ABSU) and Ebonyi
State University (EBSU).
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