MOTIVATIONAL STRATEGIES AND QUALITY ASSURANCE AS CORRELATES OF LECTURERS’ EFFECTIVE INSTRUCTIONAL DELIVERY IN SOUTH EAST, NIGERIA.

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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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