This study examines the extent to which instructional strategy and teacher-student relationship predict adult learners’ interest in learning in Universities in Cross River state. To achieve the aim of the study, two research questions were raised and two hypotheses were formulated for the study. The descriptive survey design of ex post facto type was employed. Purposive sampling technique was used to select university of Calabar and Cross River University of Technology. These universities were stratified along four faculties. A total of 200 respondents were randomly selected. Participants were 82 male and 118 female. Instructional strategies and teacher-student relationship (r=0.76) and students’ learning interest rating (r=0.76) scales were used for data collection. Data were analysed using multiple regressions at significance level of .05. Instructional strategies (ß = .679, t = 8.48) and teacher-student relationship (ß =-.170; t=2.682) had relative contribution to students’ interest in learning. Cultivating interest should not be an afterthought to the typical learning situation: Interest is essential to academic success. Therefore, adoption of instructional strategies that would motivate students’ interest and positive teacher-student relationships should be encourage and implemented by educators in Nigerian tertiary institutions in particular, and educational system in general.
The study examined the innovation tools and practices for fostering innovations for educational resilience in higher institutions in Nigeria. Taking University of Calabar as a case study, we examine innovation tools such as Information Communication Technology (ICT) and Learning Management Systems (LMSs) while the practices include collaborative learning, problem-based learning and activity-based learning. This study becomes imperative considering the changing world of the tertiary education students and its implications for promotion of teaching university students and lecturers. A total of 230 students and 120 lecturers were selected through stratified random sampling technique while five departments were purposively drawn from the university. Data were collected using questionnaire and check-list documents while contingency chi-squared and simple percentages were deplored in analyzing the obtained data. The results revealed that information communication technology and learning management system are veritable innovation tools in fostering resilience in educational development. Also, collaborative learning, problem-based learning and activity-based learning are all contributing practices that provide high level of knowledge and skills’ acquisition which enable individual to face our challenging world.
Poor quality of academic performance is an issue of concern to members of the society. This deplorable situation is attributed to many factors such as lack of parental and community involvement. This study, therefore, explored the relatedness of parental and community involvement to academic performance in senior secondary schools. To achieve the purpose of the study two research questions were raised. A descriptive survey research design of ex-post facto type was adopted for the study. The sample consisted of 200 senior secondary school students who were selected by stratified random sampling method. Parental and community involvement questionnaire and academic performance test were used for data collection. Data obtained were analysed using multiple regression. Results shows that parental and community involvement in school matters are predictors of academic performance. Hence, Schools and government should focus not only on parental involvement, but also on establishing strong partnerships and relationships with parents and communities.
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