Abstract
The study investigates the Impact of funding on Human Capital Development in Nasarawa State Public Universities: Implication for Sustainable Economic Development in Nigeria. Three research questions and three statements of hypothesis were developed by the researcher to guide the study. The research design used for the study is descriptive survey research. The population of the study comprises 4085 Academic and Non-Academic Staff. Sample of the study, a simple random sampling technique was used to select 400 Academic and Non-Academic Staff. The instrument used for data gathering is a structured questionnaire developed by the researcher. The instrument therefore has a validity index of 0.76 and a reliability coefficient of 0.80. The data collected was analyzed using descriptive statistics of mean and standard deviation for answering research questions while the inferential statistics of the chi- square test were used to test the statement of hypothesis at 0.05 level of significance. The study therefore recommended that the government should provide sufficient equipment like enough classrooms, libraries, and laboratories and NGOs should also assist in providing some infrastructure to the universities, university management should create adequate room for conferences where staff will add value to their task. Through the conference, will acquire knowledge, experience, competency, and education that will enable them to impact positively the institution, and the government should release adequate funding and encourage research in the institution. Lecturers need to be updating themselves in knowledge through articles, and publications.
Keywords: Funding, Infrastructure, Conference, Research, Human Capital Development
Azi & Usman (2024)
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Abstract
Investigating the Factors Behind Widespread Underachievement in Econometrics Among Economics Education Students at the Federal University of Kashere, Gombe State: A survey research approach was employed to address this issue. The study sample comprised 132 Economics education students, representing various academic levels (100L, 200L, 300L, and 400L), chosen through purposive sampling techniques. Three central research questions were formulated to guide the investigation. The research instrument demonstrated both validity and reliability. Analysis of the data utilized mean and standard deviation calculations. The study’s outcomes illuminated the shared responsibility for the high failure rate in Econometrics, with contributions from the institution, lecturers, and students themselves. Based on these findings, recommendations include the enhancement of Econometrics laboratory resources, the provision of conducive learning environments, the cultivation of effective study habits among students, the introduction of supplementary support mechanisms to bolster student efforts, the exploration of diverse teaching strategies in Econometrics instruction, and the encouragement of teachers to undertake comprehensive course preparation and devote ample time to Econometrics instruction to ensure comprehensive coverage of the syllabus.
Keywords: Econometrics, Low performance, Economics Education, Federal University, Kashere
Yunisa, OHA, & IWEHO (2024)
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Abstract
The study was conducted to find the impact of on-the-job training of teachers on academic performance of economics students in secondary schools in Gindiri, Mangu LGA, Plateau State. Descriptive survey methodology was employed for the study. All forty-eight economics teachers from the forty-six publicly funded secondary schools in Mangu LGA made up the study’s population. The researchers intentionally created a 10-item questionnaire and randomly selected fifteen schools; 17 of those teachers were asked to complete it out. The study’s two research questions were examined using standard deviation and mean. The research hypothesis was tested using chi-square at 0.05 level of significance. In Gindiri, Mangu, students’ academic performance was more affected by workshops and conferences as on-the-job training courses for economics teachers than by the mean acceptance mark of 2.5. The study found that students’ academic achievement in the studied area was positively impacted by on-the- job training. There was also the suggestion that these kinds of programs should always have funding allocated to them by the government.
Keywords: Impact, Job-Training, Academic Performance, Economics
Izang & Jelman (2024)
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Abstract
The influence of ICT education, digital literacy, and the economic empowerment of marginalised populations was examined in this study. Using a descriptive survey methodology, the study investigated how much digital literacy promotes inclusive economic empowerment, especially for those with low socioeconomic status and restricted access to resources. One hundred and twenty respondents (disabled persons, women, and low-income individuals) were chosen at random from three distinct Oyo metropolis areas (Akinmorin, Ilora, and Oyo town) using a purposeful random
sampling technique. The results of the study showed that fostering economic empowerment in marginalised groups requires a strong foundation in digital literacy. Higher digital literacy levels were associated with increased participation in financial inclusion, entrepreneurship, and online employment. The study emphasises how important ICT education initiatives are in helping marginalised people become more digitally literate. Additionally, the study discovered a significant link between marginalised populations’ economic empowerment and digital literacy. Digital literacy
levels are significantly predicted by access to ICT education. The aforementioned results highlight the significance of customised programmes for digital literacy, enhanced digital infrastructure, and equitable economic policies in mitigating the digital gap and enabling economically disadvantaged populations. This study highlights how digital literacy can promote economic autonomy and lessen socioeconomic gaps among disadvantaged groups, with implications for policymakers, educators, and organisations promoting digital inclusion.
Keywords: Digital literacy, Marginalized communities, Economic empowerment, ICT education initiatives, and Digital divide.
Mosobalaje, Ajiteru & Adeoti (2024)
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Abstract
This paper examined the relevance of Economic literacy as a powerful instrument for enhancing sustainable development in Nigeria. It explains the meaning of Economic literacy as well as how Economic literacy enables people to make educated decisions which could turn them into active participants in certain Economic policies and achieve positive change. Furthermore, it equally explained the benefits and the roles of mass economic literacy in achieving sustainable economic development in Nigeria.This paper discussed the challenges in achieving effective economic growth such as the short-term focus, short-term thinking, thread of balancing economic growth and
complexity of measurement due to social and environmental factors. Thus, it is recommended among others that for Nigeria to achieve sustainable economic growth through Mass Economic Literacy and reap its benefits, there should be a comprehensive investment in teachers’ training programs to equip educators witheffective pedagogical skills to drive it. It was also recommended that the Government through the Ministry of Education should prioritize curriculum integration to ensure that economic literacy is embedded across all educational levels.
Keywords: Mass Economic literacy, Human capital, Economic Growth, Economics processes and policies.
Kwaha, L. A. & Ede, M. O. (2024)
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Abstract
The study investigated the evaluation of demonstration and guided discovery methods of teaching secondary school students’ performance in accounting in Bauchi Local Government Area of Bauchi State. A pretest-posttest quasi-experimental research design was adopted in the study. The population for the study was all the students offering financial accounting in all the secondary schools in Bauchi Local Government Area during the 2019/2020 academic session. A simple random sampling technique was used in selecting the sample schools and a purposive sampling technique was used in selecting the 146 students. The instrument for data collection was the Financial Accounting Performance Test (FAPT), the FAPT was validated by three experts and the reliability was ascertained using Kuder Richardson formula 20 (K-R20) with coefficients of 0.86. The data were analyzed using mean, standard deviation, Z-test and ANOVA. The findings of the study showed that students showed higher performance scores with the guided discovery and demonstration method than the conventional teaching method and that, guided discovery is more effective in enhancing students’
performance than the demonstration method. Based on the findings of the study, it was recommended that financial accounting teachers should adopt the use of guided discovery and demonstration methods in place of the conventional teaching method in the teaching of accounting.
Keywords: Demonstration method, Guided discovery method and Performance
Oladeji, Abraham, & Hassan (2024)
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