Lean in higher education (LHE) is pursued for the reasons of improving efficiency and effectiveness of processes in High Education (HE). This review paper focuses on LHE within the university system to propose the implementation of lean culture and management into research and practices of South Africa universities, via a descriptive case study research method. The underpinning literature suggests that although the prospects of LHE has positive impact on both academic and non-academic practices in HE, however, research has also acknowledged some challenges. These challenges include; lack of strategic planning and limited knowledge on the interpretation of the lean philosophy and implementation. Three universities were used as case studies to ascertain their areas of successes with LHE implementation. This paper contributes to the LHE discourse and offers an option for the South Africa universities to strategize for improved academic outcomes and effective administrative processes. South African has been acknowledged to lead its Sub-Saharan African region in research and thus, the integration of LHE in the universities’ systems would positively impact this region and beyond. Furthermore, the paper recommends specific contextual adaptations of models tailored to meet individual institutional requirements and at the same time promote sustainable development.
{"title":"Lean for sustainable development in South Africa: A case study of three universities","authors":"E. Allu","doi":"10.31248/IJET2019.039","DOIUrl":"https://doi.org/10.31248/IJET2019.039","url":null,"abstract":"Lean in higher education (LHE) is pursued for the reasons of improving efficiency and effectiveness of processes in High Education (HE). This review paper focuses on LHE within the university system to propose the implementation of lean culture and management into research and practices of South Africa universities, via a descriptive case study research method. The underpinning literature suggests that although the prospects of LHE has positive impact on both academic and non-academic practices in HE, however, research has also acknowledged some challenges. These challenges include; lack of strategic planning and limited knowledge on the interpretation of the lean philosophy and implementation. Three universities were used as case studies to ascertain their areas of successes with LHE implementation. This paper contributes to the LHE discourse and offers an option for the South Africa universities to strategize for improved academic outcomes and effective administrative processes. South African has been acknowledged to lead its Sub-Saharan African region in research and thus, the integration of LHE in the universities’ systems would positively impact this region and beyond. Furthermore, the paper recommends specific contextual adaptations of models tailored to meet individual institutional requirements and at the same time promote sustainable development.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116134149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was carried out to investigate the effect of teaching poultry production on choice of career by Agricultural Science students in secondary schools in Southern Senatorial Zone, Adamawa State, Nigeria. The study used survey research design. Six hundred and forty-four (644) respondents out of 18,556 were selected from 30 schools that were purposely selected out of 175 in Southern Senatorial zones, using proportional random sampling techniques. Two research questions and two null hypotheses were formulated to guide the study. The instrument used for data collection was the questionnaire. Pearson Product Moment Correlation (PPMC) statistics was used to test all the two null hypotheses at 0.05 level of significance. All the two null hypotheses were rejected because for each of the null hypothesis the (p) value was less than 0.05 level of significance. Among the findings of the study were: The review of the curriculum of agricultural science had direct effect on poultry production in secondary schools because the use of practical methods of teaching poultry production in secondary schools enhanced the subject learning process. Also, the ideas from extension workers and specialist in poultry production made significant effect on poultry production. The distribution of teachers according to their sex indicated that 27 of the respondents representing 96.45% were male, while one of the respondents that is 3.5% was a female. The distribution of poultry attendants according to sex showed that 25 of the respondents representing 89.29% were male, while 3 of the respondents, that is 10.71% were female. The study considered two research questions and two null hypotheses.
{"title":"Effect of teaching poultry production on choice of career by Agricultural Science students in secondary schools in the Southern Senatorial Zone, Adamawa State, Nigeria","authors":"Hamira Yoila, Nuhu Richard, Gwarkila Kaduna","doi":"10.31248/IJET2018.030","DOIUrl":"https://doi.org/10.31248/IJET2018.030","url":null,"abstract":"The study was carried out to investigate the effect of teaching poultry production on choice of career by Agricultural Science students in secondary schools in Southern Senatorial Zone, Adamawa State, Nigeria. The study used survey research design. Six hundred and forty-four (644) respondents out of 18,556 were selected from 30 schools that were purposely selected out of 175 in Southern Senatorial zones, using proportional random sampling techniques. Two research questions and two null hypotheses were formulated to guide the study. The instrument used for data collection was the questionnaire. Pearson Product Moment Correlation (PPMC) statistics was used to test all the two null hypotheses at 0.05 level of significance. All the two null hypotheses were rejected because for each of the null hypothesis the (p) value was less than 0.05 level of significance. Among the findings of the study were: The review of the curriculum of agricultural science had direct effect on poultry production in secondary schools because the use of practical methods of teaching poultry production in secondary schools enhanced the subject learning process. Also, the ideas from extension workers and specialist in poultry production made significant effect on poultry production. The distribution of teachers according to their sex indicated that 27 of the respondents representing 96.45% were male, while one of the respondents that is 3.5% was a female. The distribution of poultry attendants according to sex showed that 25 of the respondents representing 89.29% were male, while 3 of the respondents, that is 10.71% were female. The study considered two research questions and two null hypotheses.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116569179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The attention of mathematics educators has been focused on the role self-concept plays in students’ achievement for some time now. A great number of studies shows evidence of a relationship between self-concept and mathematics achievement. Some other studies considered gender differences in self-concept and mathematics achievement. This study was designed to extend the discussions on self-concept and mathematics achievement to include the interaction effect of school type and gender on self-concept and mathematics achievement. The study involved 119 students selected from three different types of school within a district. The schools were selected using stratified random sampling whiles the students were conveniently sampled. A self-concept questionnaire and mathematics achievement test were the two instruments used to gather data for the study. The instruments had reliabilities of 0.72 and 0.68 respectively. The result of the study revealed that both gender and school type have a significant effect on students’ self-concept and mathematics achievement, however, the effect of school type was found to be greater than that of gender. The study found no significant interaction effect of school type and gender on self-concept and mathematics achievement. The findings of the study were discussed in relation to previous findings. It was recommended that the characteristics of the schools need to be studied in order to determine the school variables that impact mathematics self-concept and achievement.
{"title":"Effects of school type and gender on student’s self-concept and mathematics achievement","authors":"Mavis Okyere","doi":"10.31248/IJET2019.032","DOIUrl":"https://doi.org/10.31248/IJET2019.032","url":null,"abstract":"The attention of mathematics educators has been focused on the role self-concept plays in students’ achievement for some time now. A great number of studies shows evidence of a relationship between self-concept and mathematics achievement. Some other studies considered gender differences in self-concept and mathematics achievement. This study was designed to extend the discussions on self-concept and mathematics achievement to include the interaction effect of school type and gender on self-concept and mathematics achievement. The study involved 119 students selected from three different types of school within a district. The schools were selected using stratified random sampling whiles the students were conveniently sampled. A self-concept questionnaire and mathematics achievement test were the two instruments used to gather data for the study. The instruments had reliabilities of 0.72 and 0.68 respectively. The result of the study revealed that both gender and school type have a significant effect on students’ self-concept and mathematics achievement, however, the effect of school type was found to be greater than that of gender. The study found no significant interaction effect of school type and gender on self-concept and mathematics achievement. The findings of the study were discussed in relation to previous findings. It was recommended that the characteristics of the schools need to be studied in order to determine the school variables that impact mathematics self-concept and achievement.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129536467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students’ mastery in statistics is of great importance since it serves as a tool for conducting a good research in every academic sphere. This study investigated undergraduates’ attitude towards the study of statistics and its possible implication on their academic achievement in this subject with particular reference to determining plausible differences between male and female students. A purposive sample size of two hundred and sixty (260) students drawn from 2016/2017 and 2017/2018 academic year was used. This sample did not include students who read mathematic as a major programme in the University. A self-structured multidimensional questionnaire with four components which had internal consistencies ranging from 0.69 to 0.74 was used as the data collection instrument. Data obtained were analyzed using linear regression model and MANOVA. Analysis of the result revealed that students’ attitude has a significant effect on their learning outcome. Also, significant differences were observed between male and female on a linear combination of their attitude towards statistics and achievement. Further analyses showed only gender differences in attitude towards statistics but not in achievement. The implications of the findings for classroom practice were discussed.
{"title":"An investigation into undergraduate students’ attitude towards statistics: A case of a university in Ghana","authors":"Ernest Larbi","doi":"10.31248/IJET2019.033","DOIUrl":"https://doi.org/10.31248/IJET2019.033","url":null,"abstract":"Students’ mastery in statistics is of great importance since it serves as a tool for conducting a good research in every academic sphere. This study investigated undergraduates’ attitude towards the study of statistics and its possible implication on their academic achievement in this subject with particular reference to determining plausible differences between male and female students. A purposive sample size of two hundred and sixty (260) students drawn from 2016/2017 and 2017/2018 academic year was used. This sample did not include students who read mathematic as a major programme in the University. A self-structured multidimensional questionnaire with four components which had internal consistencies ranging from 0.69 to 0.74 was used as the data collection instrument. Data obtained were analyzed using linear regression model and MANOVA. Analysis of the result revealed that students’ attitude has a significant effect on their learning outcome. Also, significant differences were observed between male and female on a linear combination of their attitude towards statistics and achievement. Further analyses showed only gender differences in attitude towards statistics but not in achievement. The implications of the findings for classroom practice were discussed.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125882633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tests and examinations at all stages of education, especially at higher education level have been considered an important and powerful tool for decision making in competitive society, with people of all ages being evaluated with respect to their achievement, skills and abilities. The purpose of this study was to investigate the influence of gender and mode of study on examination anxiety among university undergraduates of Ogun State, Nigeria. Descriptive research design of ex-post-facto type was used in the study. One hundred and forty-nine (149) respondents were selected randomly from Olabisi Onabanjo University, Ogun State, Nigeria. The respondents were measured with adapted validated instruments and the data obtained was analyzed using t-test and multiple regression statistical analysis. Three (3) research questions were raised and answered in the study. The result showed that there was significant difference in theexamination anxiety of male and female undergraduate students with male students having higher examination anxiety than their female counterpart, the independent when pulled together have significant effect on examination anxiety of undergraduate students with 58.2% of the variance was accounted for by the predictor variables when taken together and each of the independent variables made a significant contribution to the prediction of examination anxiety of undergraduate students. In term of magnitude of contribution, gender made the most significant contribution to the prediction follow by study mode. In view of these findings, the study recommended that counselling psychologists should intensify their effort in organizing workshops for educational stakeholders on the implications of mode of study and gender on examination anxiety of students in the school and that students should be enlightened on the need to improve their study mode so as to reduce the examination anxiety as proved in the study.
{"title":"Influence of gender and mode of study on examination anxiety among university undergraduates of Ogun State","authors":"H. Adeoye, M. K. Olanrewaju","doi":"10.31248/IJET2018.026","DOIUrl":"https://doi.org/10.31248/IJET2018.026","url":null,"abstract":"Tests and examinations at all stages of education, especially at higher education level have been considered an important and powerful tool for decision making in competitive society, with people of all ages being evaluated with respect to their achievement, skills and abilities. The purpose of this study was to investigate the influence of gender and mode of study on examination anxiety among university undergraduates of Ogun State, Nigeria. Descriptive research design of ex-post-facto type was used in the study. One hundred and forty-nine (149) respondents were selected randomly from Olabisi Onabanjo University, Ogun State, Nigeria. The respondents were measured with adapted validated instruments and the data obtained was analyzed using t-test and multiple regression statistical analysis. Three (3) research questions were raised and answered in the study. The result showed that there was significant difference in theexamination anxiety of male and female undergraduate students with male students having higher examination anxiety than their female counterpart, the independent when pulled together have significant effect on examination anxiety of undergraduate students with 58.2% of the variance was accounted for by the predictor variables when taken together and each of the independent variables made a significant contribution to the prediction of examination anxiety of undergraduate students. In term of magnitude of contribution, gender made the most significant contribution to the prediction follow by study mode. In view of these findings, the study recommended that counselling psychologists should intensify their effort in organizing workshops for educational stakeholders on the implications of mode of study and gender on examination anxiety of students in the school and that students should be enlightened on the need to improve their study mode so as to reduce the examination anxiety as proved in the study.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129636246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study assessed internet access and usage patterns as teaching and learning facilities among lecturers and students of Modibbo Adama University of Technology, Yola, Adamawa State, Nigeria. Descriptive survey research design was used to collect data from a sample of 583 respondents, comprising 231 lecturers and 352 students. The instrument for data collection was a structured questionnaire developed by the researcher. Test re-test method was used to determine the reliability coefficient of the instrument using Pearson Product Moment Correlation Coefficient (r) which was found to be 0.83. Mean and standard deviation were used answered the research questions. It was found that Wi-fi, cybercafe, laptop and the phone were the main internet access points. Internet usage patterns found by the study were sending and receiving messages, web pages and chatting with colleagues, among others. The study found only daily use of the internet as the only viable frequency of internet usage by respondents. Inadequate skills, irregular power supply, few computers and poor network were found as the challenges faced by respondents in the use of the internet at MAUTECH. Inadequate projectors and solar systems were found to be among the major challenges of internet facilities at the institution. The study suggested among others, cost of access to the internet and printing of materials on the internet should be made affordable for average students, the university should subscribe to a bigger bandwidth to speed the rate of downloading and browsing and internet facilities be installed in all schools.
{"title":"Internet access and usage patterns as teaching and learning facilities among lecturers and students of Modibbo Adama University of Technology, Yola, Nigeria","authors":"N. A. Nwankwor, Gadzama Sule Kambasay, I. Saidu","doi":"10.31248/IJET2018.028","DOIUrl":"https://doi.org/10.31248/IJET2018.028","url":null,"abstract":"The study assessed internet access and usage patterns as teaching and learning facilities among lecturers and students of Modibbo Adama University of Technology, Yola, Adamawa State, Nigeria. Descriptive survey research design was used to collect data from a sample of 583 respondents, comprising 231 lecturers and 352 students. The instrument for data collection was a structured questionnaire developed by the researcher. Test re-test method was used to determine the reliability coefficient of the instrument using Pearson Product Moment Correlation Coefficient (r) which was found to be 0.83. Mean and standard deviation were used answered the research questions. It was found that Wi-fi, cybercafe, laptop and the phone were the main internet access points. Internet usage patterns found by the study were sending and receiving messages, web pages and chatting with colleagues, among others. The study found only daily use of the internet as the only viable frequency of internet usage by respondents. Inadequate skills, irregular power supply, few computers and poor network were found as the challenges faced by respondents in the use of the internet at MAUTECH. Inadequate projectors and solar systems were found to be among the major challenges of internet facilities at the institution. The study suggested among others, cost of access to the internet and printing of materials on the internet should be made affordable for average students, the university should subscribe to a bigger bandwidth to speed the rate of downloading and browsing and internet facilities be installed in all schools.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126695674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Augustine Owusu-Addo, Stephen Nanyele, A. Kuranchie
The paper set out to ascertain disruptive behaviours prevalent in pre-tertiary classrooms and teachers’ classroom management styles. The cross-sectional descriptive survey study was designed along quantitative paradigm. Professional teachers with more than two years of post-training experience in the classroom qualified to provide data to address the research problem. Data gathering was done via administration of questionnaires. The study unveiled noise making, chatting with others, inattentiveness and harassment as the major disruptive behaviours experienced by the teachers and teacher-centeredness was adopted by majority of the teachers as a classroom management style. The study further evinced differences in the classroom management styles of male and female teachers as well as very experienced, experienced and less experienced teachers. Educational authorities need to retrain teachers in the jurisdiction on appropriate classroom management style.
{"title":"Classroom management practices and student disruptive behavior","authors":"Augustine Owusu-Addo, Stephen Nanyele, A. Kuranchie","doi":"10.31248/IJET2018.021","DOIUrl":"https://doi.org/10.31248/IJET2018.021","url":null,"abstract":"The paper set out to ascertain disruptive behaviours prevalent in pre-tertiary classrooms and teachers’ classroom management styles. The cross-sectional descriptive survey study was designed along quantitative paradigm. Professional teachers with more than two years of post-training experience in the classroom qualified to provide data to address the research problem. Data gathering was done via administration of questionnaires. The study unveiled noise making, chatting with others, inattentiveness and harassment as the major disruptive behaviours experienced by the teachers and teacher-centeredness was adopted by majority of the teachers as a classroom management style. The study further evinced differences in the classroom management styles of male and female teachers as well as very experienced, experienced and less experienced teachers. Educational authorities need to retrain teachers in the jurisdiction on appropriate classroom management style.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122891707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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