MACROECONOMIC POLICIES, CORRUPTION AND UNEMPLOYMENT IN NIGERIA

Macroeconomic policies are vital in achieving sustainable economic growth, reduced unemployment, price stability and favourable balance of payments. Using policy proxy variables, several studies were conducted to investigate the impact of macroeconomic policies on global unemployment. However, this aspect explored in previous studies is the economic aspect, while the social aspect has not been well researched. This research thus examines the effect of macroeconomic (fiscal and monetary) policies and corruption on Nigerian unemployment from a broader global social as well as economic viewpoint utilizing yearly time series data spanning 39 years (1981-2019). All of the research variables were subjected to a unit root test, which revealed that they were all stationary at first difference. The Johansen Co-integration test was used to look into the long run connection between the independent and dependent variables, while the Vector Error Correction Model was used to look into the short run dynamics. The study found a long run positive relationship between money supply, economic output and unemployment. While for interest rate, government expenditure and unemployment, a negative relationship was established. In investigating the relationship between corruption and unemployment, the study employed the correlation test which revealed a positive relationship between the variables. Based on the study findings, the study therefore suggested that government expenditure and debt should be restructured in such a way that it is channelled to productive labour-intensive sectors to absorb large number of the working population, hence, leading to a decline in the unemployment rate in the country. The study also recommended that appropriate disciplinary measures should be imposed in those who engage in corrupt practices to reduce the level of corruption in the economy and have a transmission effect of reduction in unemployment

Academic performance data of undergraduate students׳ in 23 programmes from a private University in Nigeria

The quality of teaching and learning in higher education in many developing countries can be improved as institutions in this region adopt evidence-based practices that emphasize empirical mea- surements, observations, analysis and reports of learning out- comes. This article presents and analyses data on the academic performances of undergraduate students for duration of three semesters across the three major colleges of Landmark University, a private University in Nigeria. The colleges include the college of Agricultural Sciences (CAS), college of Business and Social Sciences (CBSS), and the college of Science and Engineering (CSE). Furthermore, population samples of 82, 577 and 812 under- graduates were selected randomly from CAS, CBSS and CSE respectively; totaling a population of sample of 1471 under- graduates from all academic levels (200L–500L) with the exception of first year students. The random selection was drawn from three consecutive semesters- the first and second semesters of academic 2016/2017 session and first semester of 2017/2018 academic session. The cumulative GPA of the sample population of students for the semester highlighted was obtained from the Centre for Systems and Information Services Units of the University. Moti- vated by the need to promote evidence-based research in aca- demic excellence, a spread-sheet containing the detailed dataset is attached to this article. The descriptive statistics and frequency distributions of academic performance data are presented in with the use of tables and graphs for easy data interpretations. The data provided in this article supports the goal of a regional policy towards the realization of qualitative sustainable education

Academic performance data of undergraduate students׳ in 23 programmes from a private University in Nigeria

The quality of teaching and learning in higher education in many developing countries can be improved as institutions in this region adopt evidence-based practices that emphasize empirical measurements, observations, analysis and reports of learning outcomes. This article presents and analyses data on the academic performances of undergraduate students for duration of three semesters across the three major colleges of Landmark University, a private University in Nigeria. The colleges include the college of Agricultural Sciences (CAS), college of Business and Social Sciences (CBSS), and the college of Science and Engineering (CSE). Furthermore, population samples of 82, 577 and 812 undergraduates were selected randomly from CAS, CBSS and CSE respectively; totaling a population of sample of 1471 undergraduates from all academic levels (200L–500L) with the exception of first year students. The random selection was drawn from three consecutive semesters- the first and second semesters of academic 2016/2017 session and first semester of 2017/2018 academic session. The cumulative GPA of the sample population of students for the semester highlighted was obtained from the Centre for Systems and Information Services Units of the University. Motivated by the need to promote evidence-based research in academic excellence, a spread-sheet containing the detailed dataset is attached to this article. The descriptive statistics and frequency distributions of academic performance data are presented in with the use of tables and graphs for easy data interpretations. The data provided in this article supports the goal of a regional policy towards the realization of qualitative sustainable education

Academic performance data of undergraduate students׳ in 23 programmes from a private University in Nigeria

The quality of teaching and learning in higher education in many developing countries can be improved as institutions in this region adopt evidence-based practices that emphasize empirical measurements, observations, analysis and reports of learning outcomes. This article presents and analyses data on the academic performances of undergraduate students for duration of three semesters across the three major colleges of Landmark University, a private University in Nigeria. The colleges include the college of Agricultural Sciences (CAS), college of Business and Social Sciences (CBSS), and the college of Science and Engineering (CSE). Furthermore, population samples of 82, 577 and 812 undergraduates were selected randomly from CAS, CBSS and CSE respectively; totaling a population of sample of 1471 undergraduates from all academic levels (200L–500L) with the exception of first year students. The random selection was drawn from three consecutive semesters- the first and second semesters of academic 2016/2017 session and first semester of 2017/2018 academic session. The cumulative GPA of the sample population of students for the semester highlighted was obtained from the Centre for Systems and Information Services Units of the University. Motivated by the need to promote evidence-based research in academic excellence, a spread-sheet containing the detailed dataset is attached to this article. The descriptive statistics and frequency distributions of academic performance data are presented in with the use of tables and graphs for easy data interpretations. The data provided in this article supports the goal of a regional policy towards the realization of qualitative sustainable education

Academic performance data of undergraduate students' in 23 programmes from a private University in Nigeria

The quality of teaching and learning in higher education in many developing countries can be improved as institutions in this region adopt evidence-based practices that emphasize empirical measurements, observations, analysis and reports of learning outcomes. This article presents and analyses data on the academic performances of undergraduate students for duration of three semesters across the three major colleges of Landmark University,a private University in Nigeria. The colleges include the college ofAgricultural Sciences (CAS), college of Business and Social Sciences(CBSS), and the college of Science and Engineering (CSE).Furthermore, population samples of 82, 577 and 812 under-graduates were selected randomly from CAS, CBSS and CSE respectively; totaling a population of sample of 1471 undergraduates from all academic levels (200L–500L) with the exception of first year students. The random selection was drawn from three consecutive semesters- the first and second semesters of academic 2016/2017 session and first semester of 2017/2018 academic session. The cumulative GPA of the sample population of students forthe semester highlighted was obtained from the Centre for Systems and Information Services Units of the University. Moti-vated by the need to promote evidence-based research in aca-demic excellence, a spread-sheet containing the detailed dataset isattached to this article. The descriptive statistics and frequency distributions of academic performance data are presented in withthe use of tables and graphs for easy data interpretations. The data provided in this article supports the goal of a regional policy towards the realization of qualitative sustainable education