Role of Computer in Instruction, Assessment and Administrative Delivery of Education Goals in the University of Maiduguri, Nigeria

Information and Communication Technologies have come to transform and reshape the school structures, curriculum, pedagogies, assessment and evaluation. Despite these advantages, very few institution of learning in Nigeria have been able to explore the inherent benefits of ICT to the fullest. The quest to attain Educational ends in response to the fast changing Society has indeed become a great challenge to the Nigerian Curriculum. Instructional delivery is the bridge between understanding and assimilation of knowledge. It is no longer news that developed Nations have moved from Desktop Computing Technology to what is now known as Cloud and Automated Computing and recently Computer Based Test (CBT). Improving the instructional delivery method requires whole lot of work. To this effect, this paper focuses on the ways to transform the Traditional driven methods of instructional and administrative delivery which in all ramification inactive. There are barriers hindering wholesome ICT integration in the University of Maiduguri such as inadequate power supply, lack of fund to equip schools, leadership focus and direction. Perhaps when the Universities, Government and stakeholders surmount these barriers, then we can propel to that paperless classroom. The paper further demonstrates how instructional delivery via computer transforms the thinking and impact on learners and general administration of Schools. It reflects on some of the impact and challenges of using CBI, CAI, CBT and recommends an optimum solution to the adaptation and use of the new Technologies to improve learning, evaluation and administrative delivery in the University of Maiduguri, Nigeria. Keywords: Instructional Delivery, Administrative delivery, Computer Based Instruction,Computer Based Tes

Principals’ Administrative Styles and Students’ Academic Performance in Taraba State Secondary Schools, Nigeria

The study determined the relationship between principals’ administrative styles and students’ academic performance in Taraba State secondary schools, Nigeria. The objectives of the study were to determine the relationships between initiative structure of leadership styles, consideration structure of leadership styles, participatory structure of leadership styles as they affect students academic performance. A null hypotheses was raised and tested at 0.05 level of significance. Correlation research was adopted as a design for the study., the population of the study comprised all the 4,300 teachers’ and 10,750 students registered with Taraba State Teaching Service Board. Using stratified random sampling, 430 teachers representing 10% of the population were randomly selected from the 8 education zones spread across the state. Proforma was using in collecting academic performance record of the 10,750 secondary school students who graduated from 2009 – 2011. 30 Items Questionnaire was also used as the second instrument for data collection in this study. Using Pearson Product Moment Correlation Coefficient, and Regression analysis, data were analysed, The results of the study revealed that there were no significant relationships between principals initiative administrative styles and students’ academic performance in English language. The findings also revealed no significant relationships between consideration structure of principals’ administrative styles and students’ academic performance in English language. The findings further revealed no significant relationships between participatory administrative styles of principals’ and student academic performance in senior secondary schools in English language for the year 2010, and in Mathematics 2010 and 2011respectively. It further revealed that among the three leadership styles, none is the best predictor of students’ academic performance in Taraba State secondary schools. Based on these findings, it was recommended among others that School administrators should explore ways and means of using varying administrative styles that could yields the much needed results of enhancing students’ academic performance in Taraba State secondary schools. Keywords: Principals, administrative style, initiative structure, consideration structure, participatory structur

Effect of Simulation Techniques and Lecture Method on Students’ Academic Performance in Mafoni Day Secondary School Maiduguri, Borno State, Nigeria

The study examined the effect of simulation technique and lecture method on students’ academic performance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among the two variables. Using quasi-experiment as a design for this study, a sample of ninety students was purposively sampled across the 3 levels of junior secondary classes in the school. Instrument called basic science achievement test (BASAT) was used as a guide for testing the academic performance of basic science students across the levels both in experimental and control groups. Using t-test of independent variable, the study found simulation technique very significant predictor of as the mean performances of student taught with simulation game technique was much higher and better than those taught using lecture method in the cause of lesson presentation in their respective class. It was recommended among others that teacher should make effective use of simulation techniques method in lesson delivery as it shows to be more promising in enhancing students’ academic performance at the basic level of education in Mafoni Day Secondary School, Maiduguri, Nigeria. Keywords: Simulation Games Techniques, Lecture Method, Basic Education, Role play Instructional Strategy

Attitude of Academic Community towards Physically Challenged Students in the University of Maiduguri: Implications for Financing Inclusive Education for Sustainable Development

This study examined the attitude of academic community towards physically challenged students in the University of Maiduguri as it affect the financing of inclusive education for sustainable development in Nigeria. Four objectives, two research questions and two hypotheses were set and tested for the study. Descriptive survey was adopted as a design while the population comprised 987 academic staff and 89 administrators. Using Stratified and random techniques, 20% of the population were sampled as respondents for the study.  Questionnaire was used as the instrument for data collection. The reliability index of the instrument stood at 0.85. Checklist was also used to verify the availability of physical facility in the University of Maiduguri. Frequency counts and percentage were used in answering research questions while Chi-square was used to determine difference between the attitude of male and female, lecturers and administrators towards the physically challenged students in the University of Maiduguri.  The results of the analysis showed that there was no significance difference between gender of administrators and lecturers and their attitude towards the physically challenged students. The study also revealed that there was minimal discrimination of physically challenged by both lecturers and administrators in the University of Maiduguri with 35% and 27% respectively, lecturers and administrators support the welfare of physically challenged in the University of Maiduguri. Based on the result of this study, the researchers recommended among others that the management of the University of Maiduguri should ensure the provision of appropriate facilities for all the categories of physically challenged students to encourage inclusive education; architectural planner should consider physically challenged students in classrooms buildings, offices and hostel accommodations for easy utilization, integration and inclusive education that could lead to sustainable development in Nigeria. Keywords: Attitude, Physically challenged Students, Inclusive Education, Sustainable development

Effect of Simulation Techniques and Lecture Method on Students’ Academic Performance in Mafoni Day Secondary School Maiduguri, Borno State, Nigeria

The study examined the effect of simulation technique and lecture method on students’ academic performance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among the two variables. Using quasi-experiment as a design for this study, a sample of ninety students was purposively sampled across the 3 levels of junior secondary classes in the school. Instrument called basic science achievement test (BASAT) was used as a guide for testing the academic performance of basic science students across the levels both in experimental and control groups. Using t-test of independent variable, the study found simulation technique very significant predictor of as the mean performances of student taught with simulation game technique was much higher and better than those taught using lecture method in the cause of lesson presentation in their respective class. It was recommended among others that teacher should make effective use of simulation techniques method in lesson delivery as it shows to be more promising in enhancing students’ academic performance at the basic level of education in Mafoni Day Secondary School, Maiduguri, Nigeria. Keywords: Simulation Games Techniques, Lecture Method, Basic Education, Role play Instructional Strategy