Empirical measurement, monitoring, analysis, and reporting of learning outcomes in higher institutions of developing countries may lead to sustainable education in the region. In this data article, data about the academic performances of undergraduates that studied engineering programs at Covenant University, Nigeria are presented and analyzed. A total population sample of 1841 undergraduates that studied Chemical Engineering (CHE), Civil Engineering (CVE), Computer Engineering (CEN), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mechanical Engineering (MEE), and Petroleum Engineering (PET) within the year range of 2002–2014 are randomly selected. For the five-year study period of engineering program, Grade Point Average (GPA) and its cumulative value of each of the sample were obtained from the Department of Student Records and Academic Affairs. In order to encourage evidence-based research in learning analytics, detailed datasets are made publicly available in a Microsoft Excel spreadsheet file attached to this article. Descriptive statistics and frequency distributions of the academic performance data are presented in tables and graphs for easy data interpretations. In addition, one-way Analysis of Variance (ANOVA) and multiple comparison post-hoc tests are performed to determine whether the variations in the academic performances are significant across the seven engineering programs. The data provided in this article will assist the global educational research community and regional policy makers to understand and optimize the learning environment towards the realization of smart campuses and sustainable education.

Teachers and Students worldwide often dance to the tune of tests and examinations. Assessments are powerful tools for catalyzing the achievement of educational goals, especially if done rightly. One of the tools for ‘doing it rightly’ is item analysis. The core objectives for this study, therefore, were: ascertaining the item difficulty and distractive indices of the university wide courses. A range of 112–1956 undergraduate students participated in this study. With the use of secondary data, the ex-post facto design was adopted for this project. In virtually all cases, majority of the items (ranging between 65% and 97% of the 70 items fielded in each course) did not meet psychometric standard in terms of difficulty and distractive indices and consequently needed to be moderated or deleted. Considering the importance of these courses, the need to apply item analyses when developing these tests was emphasized.

Background: University undergraduates are representative of the Nigerian youth population; and sustainable development in any nation depends on the resourcefulness of her youth. This necessitates the need to drive excellence among Nigerian undergraduates through quality education and advice. Quality education is demonstrated in character and in learning; and characters of discipline, responsibility and diligence serve as the hallmark of excellence among university undergraduates. It is hypothesized that time management practices will be positively related to character development and academic performance among university undergraduates. Method: The case study and ex-post facto research designs were adopted in this study. Questionnaire was administered to 120 Diploma and Certificate students of Leadership Development Programme in Covenant University. Results: The findings revealed a positive relationship between character development and time management practices (r = .44, p < .01) and between character development and academic performance(r = .23, p < .05). The result further revealed that time management practices predicted character development (R 2 = .241, F (3,116) = 12.383, p < .01) and character development predicted academic performance (R 2 = .241, F (3,116) = 5.412, p < .01). However, no significant relationship was found between time management practice and academic performance (r = .18, p > .05). Conclusion: It was concluded that in the quest for academic excellence, building E. I. Olowookere et al. 80 performance characters such as discipline, responsibility and diligence among university undergraduates was as important as improving the quality and standard of learning. This study therefore recommended that time management training be incorporated into academic advising and tutoring programs in the Nigerian academia.

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The paper reviewed the formulation and implementation of the Nigerian national policy of education that was enacted in 1977. Though the document featured lot of laudable policies, feedback from key stakeholders in education revealed that the implementation of the policy was deficient and need urgent attention for the country to experience the much need development.

Abstract-Over the years, technology appears to be making life easier and better. However, in some instances, it appears technology is counterproductive. Mobile learning devices, as the name suggests, have been developed to facilitate learning on the move. The questions are: Are these devices truly facilitating learning? If they are truly facilitating learning, are they facilitating learning positively or negatively? To answer these questions, the survey research design was adopted on a sample of 215 randomly selected students. In the process, questionnaire and focused group discussion guideline were used to collect relevant data. Data analysis was both qualitative and quantitative. Some of the core findings from this investigation were that majority of the respondents, and by extension the target population, were barely using the tablets and free internet browsing megabytes [10Gb monthly] given to all students for the intended purpose of learning. Some were pre-occupied with downloading videos, films and music while some spend endless hours playing computer games or chatting on social networks with the attendant consequence of poor learning, dwindling academic performance and productivity. Relevant recommendations to redress this unwholesome trend were proffered.

The article show the pattern of externalizing behavior across age, gender, school type, and school level, with reference to aggression, delinquency, and hyperactivity. The study samples were primary school pupils and secondary school students from three selected Local Government Areas (LGA) in Ogun State, Nigeria [Ado-Odo/ Ota, Ifo, and Yewa South]. Their ages ranged from 10 to 20 years. The student/pupil sample was 1770 in all. The instrument used was an adapted version of Achenbach's child behavior checklist and youth self-report. Basic descriptive statistics like frequency, percentage, mean, standard deviation, as well as non-parametric statistics like Phi-coefficient, Chi-square, Goodman and Kruskal's gamma, Mann Whitney U test and Kruskal Wallis H test were utilized. Inferential parametric statistics like Pearson r, analysis of variance and simple regression were also utilized. Four major findings were reported. Firstly, the private schools irrespective of age, gender and level, scored higher than the public school in aggression, delinquency, and hyperactivity. Secondly, aggression is higher in secondary schools, while delinquency and hyperactivity are more prevalent in primary schools. Thirdly, school level and school type are the strongest predictors of externalizing behavior. Lastly, correspondence analysis showed a similar behavioral pattern for the three behaviors and three distinct behavioral patterns. i). Respondents aged 10 and below and those in primary schools (ii). Male, public and between 16 and 20. iii). Private, secondary, female and between 11 and 15. Implications of the study are discussed.

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