MANAGEMENT OF ACADEMIC STAFF AND STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS

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MANAGEMENT OF ACADEMIC STAFF AND STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN NIGERIA (A CASE STUDY OF TARABA STATE)

 

CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
In Nigeria today, concern has been expressed by parents, lecturers, labour market and the entire society about the quality of graduates from Nigerian tertiary
institutions. Several reasons have been suggested for the poor quality but perhaps, no consensus has been reached as to the elect of classroom interactions
on the quality of our graduates. It is, however, no secret that most academic sta
has compromised the teaching aspect of their primary responsibilities due
in part to the proverbial “publish or perish” syndrome. Consequently, teaching in Nigerian tertiary institutions suers and grades are awarded whether or not
students are taught or guided to learn. This seeming lack of interest in what transpires in the classroom is a serious factor in the quality of graduates
produced. Certain kind of monitoring is therefore necessary if higher education is to achieve its objectives. It is at this point, coupled with the way our higher
educational institutions are operated that student evaluation becomes imperative. Student evaluation of instruction is one of the popular approaches of tertiary institutions evaluation. Other approaches include; classroom observation, peer evaluation, self-evaluation and so on. Student evaluation of instruction means that students as consumers of instruction are made to express their opinion and feelings concerning the effectiveness of the lecturer’s instructional process and activities during the semester and the extent to which they benefited from that process. Although student evaluation has been
engrossed in controversy, it is one used to improve instruction thereby enhancing the professional growth of the academic stand used as a measure to
observe instructional performance of the lecturer from the student standpoint (Joshua, 1999). This controversial approach of management of academic sta
has gained currency following the assumptions or conclusions of Remmers who is known to be the father of Evaluation:
1. there is a warrant for ascribing validity to students’ rating, not merely as measures of students’ attitude toward instructor but also as what students
actually learn of the content of the course; (ii) students’ judgments as criterion of eective
teaching can no longer be waved aside as invalid and irrelevant;
2. Academic sta
at all levels of educational ladder have no real choice as to whether they will be judged by those they teach, but the real choice any
teacher has is whether he/she wants to use this knowledge in his/her teaching procedures;
3. As higher education is organized and operated, students are the only ones who observe and are in a position to judge the teachers’ teaching effectiveness; and
4. No research has been published evaluating the use of student opinion as one criterion of teachers’ teaching eectiveness (Remmers, 1927). Since then,
the use of student-ratings as an index of teaching effectiveness
has attracted several studies. As result of this, the study is on management of academic
sta and students’ academic performance in tertiary institutions

 

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MANAGEMENT OF ACADEMIC STAFF AND STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS

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