The purpose of this study was to investigate the effects of Corona-phobia and MCO on the Nigerian graduate students in the Universiti Teknologi Malaysia. The study was quantitative and descriptive survey in design. The population of the study was 380 graduate students in the UTM. A total of 191 participants were selected randomly as the sample for the study. The study used an online questionnaire for data collection. Its validity and reliability were 0.7 and 0.8 respectively. Data was analyzed using descriptive statistics (mean and standard deviation). After the analysis, the findings revealed that both corona-phobia and MCO have effects on the students because they resulted in hopelessness, fear and stigma coupled with affecting the educational undertakings of the students. It is thus recommended that the authorities of the institution should introduce online services, academic activities and programmes to enable continuity of the educational activities during the pandemic period and reduce redundancy, anxiety and depression among the students.
The study investigated the effects of students' indiscipline and factors responsible for its ineffective management in tertiary educational institutions of Sokoto state, Nigeria. The study employed a mixed method approach involving 3270 academic staff and 4344 final year students of all the higher educational institutions of Sokoto State. A Survey which was validated by experts and whose reliability coefficient was established at 0.9, was distributed to a sample of 692 respondents. While interview was conducted with 12 participants bearing the saturation rule. Descriptive statistics (Mean and Standard Deviation) and Coding were used to analyze the quantitative and qualitative data of the study respectively. Findings revealed that the effects of indiscipline on students includes: promotion of academic corruption, sexual harassment, poor academic performance as well as examination malpractices. The schools' strategies for managing the students' indiscipline, include setting down strategic rules and regulations, communicating the rules to the school-wide communities, as well as apprehending and detaining the culprits. Moreover, it was found that the efforts of the institutions to manage the students' indiscipline is being affected by factors such as lack of parental involvement, insignificant support of some staff, technology and media, and political interference. The study finally recommends among other things that the institutions should seek the support of the parents, community members, security operatives to ensure the apprehension, detention and suing of the erring students whenever they are found indulging in any of such indiscipline behaviours.
Covid19's pandemic outbreak has dwarfed the global community to its knees so that the world was enveloped by panic, uncertainty and confusion. The quest for measures to control the plague has remained a challenging priority for each nation. Some of the world's most popular measures include restricting the movement of peoples, social distancing and isolation. Such tactics have created a great deal of mayhem, crises, and ultimately influence all social life interests including schooling, economy, religion and others. This study seeks to examine the educational and psychological impacts of Corona-phobia and the Movement Control Order (MCO) rule on Nigerian graduate students in Universiti Teknologi Malaysia (UTM). The study was quantitative, consisting as its population of all 380 postgraduate students. A sample of 191 participants was randomly selected with reference to guidelines from Krejcie and Morgan. Also developed and distributed among the respondents was a questionnaire whose validity and reliability were 0.7 and 0.8 respectively. Findings revealed that Corona-phobia and Movement Control Order developed fear, hopelessness and stigmatization coupled with denial of access to physical library, laboratory facilities, academic consultations, and conducting excursion functions. It is recommended among other things that the UTM authorities should introduce online services, academic activities and programmes to enable E-lectures, E-exams, E-supervision, E-submission of thesis, E-proposal defense, E-viva presentation, E-approvals, E-corrections, E-visa renewal, and E-visa cancellation etcetera. These will ensure continuity of the educational programmes during the pandemic period and will reduce the boredom, anxiety and depression among students.
Informal organizations in education are those groups or unions that are spontaneously formed within the educational institutions by the members of staff, students and tradesmen for the realization of their identified goals. Those groups, in spite of their advantages, are chaotic and complex in nature as they are bound to bringing about frustration to the top or line mangers of the schools, encourage negativism, generate inter-personal and group rivalries, resist changes, cause harassment to certain employees, promote rumor mongering and promote dissatisfaction among employees. All of these deter the smooth operation and management of schools which if care is not properly taken may result to institutional entropy. The chapter puts forward some future trends for managing complexity of informal organizations by contending that, educational managers should employ approaches of cooptation, divide and rule, control of information, control of reward, displacement and control of meeting for the management of those groups.
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