Institutional Variables as Antecedents of Academic Staff Teaching, Research Productivity and Community Service in Universities

This study was conducted to investigate the degree to which institutional variables such as: institutional location, ownership and leadership influence the job performance of academic staff across three dimensions: teaching, research productivity and community service. This ex-post facto study by design, tested three hypotheses. A total of 449 academic, randomly drawn from three (one private and two public) universities in Cross River State, Nigeria, participated in the study. Three sets of questionnaires were used for data collection after due validity and reliability tests. They included the “Institutional Variables Questionnaire (IVQ)”, the “Research Productivity and Community Service Questionnaire (RPCSQ)”, and the “Staff Instructional Delivery Questionnaire (SIDQ).” Collected data were analysed using the independent sample t-test, one-way analysis of variance (ANOVA) and simple linear analysis. Findings indicated that institutional location significantly impacts university academic staff across multiple dimensions—teaching, research, and community service— with urban institutions consistently demonstrating higher scores than their rural counterparts. There was a significant influence of institutional ownership on research productivity unlike teaching and community service. Federal institutions exhibited higher research productivity than both state and private universities. Institutional leadership significantly influenced research productivity and community service engagement, but not in the dimension of teaching among the academic staff. This study underscores the need for a holistic approach to enhancing academic staff performance. It emphasizes the importance of strategic resource allocation, collaborative endeavours, and strong leadership to create an environment where teaching, research, and community service thrive

Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n = 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p \u3c 0.001 and χ2 (105) = 3693.38, p \u3c 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education

Farmers perceptions of climate change related events in Shendam and Riyom, Nigeria

Although agriculture in Nigeria is the major source of income for about 70% of the active population, the impact of agrarian infrastructure on boosting productivity and supporting livelihoods has increased. Climate change and the increasing trend of climate-related events in Nigeria challenge both the stability of agrarian infrastructure and livelihood systems. Based on case studies of two local communities in Plateau state in Nigeria, this paper utilizes a range of perceptions to examine the impacts of climate-related events on agrarian infrastructures and how agrarian livelihood systems are, in turn, affected. Data are obtained from a questionnaire survey (n = 175 farmers) and semi-structured interviews (n = 14 key informants). The study identifies local indicators of climate change, high risks climate events and the components of agrarian infrastructures that are at risk from climate events. Findings reveal that, changes in rainfall and temperature patterns increase the probability of floods and droughts. They also reveal that, although locational differences account for the high impact of floods on road transport systems and droughts on irrigation infrastructures, both have a chain of negative effects on agricultural activities, economic activities and livelihood systems. A binomial logistic regression model is used to predict the perceived impact levels of floods and droughts, while an in-depth analysis is utilized to corroborate the quantitative results. The paper further stresses the need to strengthen the institutional capacity for risk reduction through the provision of resilient infrastructures, as the poor conditions of agrarian infrastructure were identified as dominant factors on the high impact levels

A cluster-randomised trial to evaluate an intervention to promote handwashing in rural Nigeria.

Handwashing with soap at critical times helps prevent diarrhoeal diseases. Changing handwashing practices through behaviour change communication remains a challenge. This study designed and tested a scalable intervention to promote handwashing with soap. A cluster-randomised, controlled trial compared our intervention against standard practice. Subjects were men, women and children in 14 villages in Cross-River state, Nigeria. The primary outcome was the proportion of observed key events on which hands were washed with soap. Binomial regression analysis calculated prevalence differences between study arms. The intervention had minimal effect on the primary outcome (+2.4%, p = 0.096). The intervention was associated with increased frequency of handwashes without soap before food contact (+13%, p = 0.017). The intervention failed to produce significant changes in handwashing with soap at key times. The low dose delivered (two contact points) may have increased scalability at the cost of effectiveness, particularly in the challenging context of inconvenient water access

Distance education students’ indulgence in six sharp practices: General linear modelling of predictive parameters

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed