Massification of University Education and Instructional Delivery of Business Education Programme of State-owned Universities in South-South Region, Nigeria

In response to historical circumstances, most south-south universities enrolled students in excess of their capacity, resulting in massification and negative consequences for educational quality. Increased enrollment has addressed issues of learning content selection and designing appropriate instructional models, which are equally important issues in ensuring the delivery of quality education. Apparently, the graduation rates of students do not match up to address unemployment. The study investigated the relationship between Massification of University Education and Instructional Delivery of Business Education Programme of State-Owned Universities in South-South Region, Nigeria. Two (2) specific objectives, research questions posed were answered and corresponding null hypotheses were stated, posed, formulated and tested at 0.05 level of significance. Correlation research design was adopted for this study and the population consisted of eighty-three (83) Business Education lecturers in the six (6) state-owned universities offering Business Education in South-south region, Nigeria. No sampling method was employed as the entire population served as a sample of the study. Two (2) sets of instruments titled “Questionnaire on Massification of University Education (QMUE) and Business Education Instructional Delivery Scale (BEIDS)” were used for data collection, which were validated by three experts in Business Education and Measurement and Evaluation. The reliability index of 0.81 and 0.78 were obtained respectively using the test-retest method. Research questions were answered using Pearson Product Moment Correlation Coefficient and t- transformational test was conducted to ascertain if the null hypotheses were significant or not. It was found out that there was a significant relationship between Massification of University Education and learning/content selection and instructional models as components of instructional delivery of Business Education programmes in State-Owned universities in the South-South region. Based on the findings, it was recommended amongst others that Business Education lecturers should select, design, and organize learning materials that stimulate and arouse students to reflect on what and how they are learning as they provide a high tech approach for students to utilize different technologies to aid students’ learning.