Employment Status and Educational Achievements in Universities: Evidence from Southeast Nigeria

Abstract

Introduction: Educational achievement has remained the common yardstick for assessing human capital development across the world. However, it has been observed that Nigeria is one of the developing countries facing the challenge of low level of academic achievement by employees in the university system, which in turn has grave implications for the overall performance of the Nigerian university system in terms of efficient work delivery. Methods: This study adopts a robust and stratified sampling technique to select 4,122 employees in selected federal universities in the southeast of Nigeria and uses structural questionnaire and binary logistic regression to analyse the effect of employment status on academic achievement in South East Nigeria. Results: The findings show that employment status negatively and significantly influences the academic achievement of employees in Nigerian universities. Discussion: The major focus of this study is to examine the impact of employment status on educational achievement in the universities for southeast, Nigeria. To drive more effective and efficient service delivery in the universities, there is need for adequate salary enhancement for employees in order to motivate them to strive for higher educational attainments. Limitations: The study was carried out in federal universities in Nigeria. It is expected to expand the study to cut across both private, states in Nigeria for effective and efficient comparison among the universities found in southeast geopolitical zones. Conclusion: The study concludes that government should continuously motivate these employees so that they can strive for higher educational attainments.

Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode

“…The Social Cognitive Theory describes how an individual's environment impacts on their general performance in a task (Goddard, 2003). The theory posits that the social support an individual receives from the environment determines their success in a given task (Ojonta et al ., 2021). Lecturers' perceptions and adoption of the CMCF in supervising students' research projects depend on the environmental contexts (e.g.…”

“…This is also essential if it intends to compete favourably in the global economy and be up-to-date with global best practices. According to Ojonta et al . (2021), Nigeria is one of the developing nations dealing with the issue of underachieving lecturers in the university system and this is detrimental to the overall effectiveness and performance of the Nigerian university system.…”