Ismail A RAJI | University of Ibadan Nigeria (original) (raw)

Papers by Ismail A RAJI

Raji, I. A. and Akanbi, A. E, 2019

The ineffectiveness of Public Senior Secondary Schools (PSSS) in Nigeria has been a major concern... more The ineffectiveness of Public Senior Secondary Schools (PSSS) in Nigeria has been a major concern for school managers and policy makers partly due to the various forms of security risk on the PSSS especially in the Federal Capital Territory (FCT) in the recent times. This study investigated the contributions of emergency risk management factors (Risk Identification-RI, Risk Evaluation-RE, Risk Analysis-RA and Risk Mitigation-RM) to the PSSS Effectiveness (School Leadership-SL, School Climate-SC and Teaching Effectiveness-TE) in the FCT. Standards Australia Risk Management Model provided the framework while survey research design was adopted. All principals of the 57 PSSS in the six area councils of the FCT were enumerated, while 1,140 teachers (20 per school) were randomly selected. The RI (r=.87), RE (r=.79), RA (r=.88) and RM (r=.86) scales as well as the School Effectiveness Checklist were used to collect data. Descriptive statistics, Pearson product moment correlation and multiple regression were used to analyse data at 0.05 level of significance. Fire extinguisher (62.3%), and buckets (56.7%), surveillance equipment (75.6%) and emergency management committees (42.8%) were either inadequate or not available in the PSSS. Risk identification (β=0.196), evaluation (β=0.317); mitigation (β=0.260), and analysis (β=-0.242) made significant contributions to SL. Only RE (β=0.682) made significant contribution to TE, while RI (β=0.165) and RE (β=0.157) contributed to SC. The PSSS authorities should make adequate provisions for emergency risk management devices and be proactive in adopting risk identification, evaluation and mitigation measures in schools.

Oyebade, S. A., Adedeji, S. O. and Raji, I. A., 2018

To realise the fourth Sustainable Development Goal (SDG) goal of meeting quality education for al... more To realise the fourth Sustainable Development Goal (SDG) goal of meeting quality education for all young people and adults through equitable access to appropriate learning and life skills programmes, this study examined the extent to which secondary and post-secondary education curricula incorporate life and practical skills acquisition. The benefits of promoting the interest of youths who are aggressively seeking admission into Higher Education Institutions (HEIs) through the option of Technical and Vocational Centres (TVCs), which will offer them opportunities to acquire training in practical skills, rather than waiting endlessly for the former were also emphasised. The three research questions raised in the paper were intended to initiate government's interventions in promoting the establishment of more vocational and technical institutions to provide access to teeming HEI admission seekers. The study suggested prompt and proper implementation of the 6-3-3-4 system and the establishment of more TVCs with a view to laying a strong foundation for the acquisition of relevant vocational and technical skills for Nigerian youths, some of who may still seek university degrees in the future if they so desire. Also, intervention strategies like: teaching entrepreneurial and life skills, mind-building subjects and involvement of community-based experts to partner with the schools for balanced training in theory and practice, were also suggested in the paper.

Tiamiyu A. Adebayo and I.A. Raji, 2019

This study investigated the viability of investment in university education in southwestern Niger... more This study investigated the viability of investment in university education in southwestern Nigeria among beneficiaries from 1983 to 2016, using the Net Present Value (NPV). Descriptive survey design was adopted. Stratified random technique with equal allocation was used to select Federal University of Agriculture, Abeokuta (FUNAAB), Osun State University, Osogbo (OSUO) and Wesley University of Science and Technology, Ondo (WUSTO). Proportional to size stratified technique was used to select 403, 297 and 40 students from the faculties/colleges of Management Sciences, Natural and Applied Science and Engineering of the FUNAAB, OSUO and WUSTO. Further, 212 randomly selected employee respondents consisting of 170 university graduates, and 42 secondary school certificate holders from the public and organized private sectors in southwestern Nigeria were also used. Private Costs of University Education (PCUEI) and Workers’ Age-Education-Life-Earnings (WAELEI). Inventories were used for data collection. The 2016 average bond rate (13.05%) and average lending rate (22.5%) were used as discounting rates to generate NPVs. Data were analysed using descriptive statistics. Annual private costs of university education was N(345,592.56 88,211.24), while average private economic benefits (Education-Life-Earnings) was N48,278,548.20. The 2016 average bond rate and lending rate yielded N3,687,655.74 and N866,170.03 NPVs respectively. Private returns to investment in university education were more viable than that of secondary education. Government should improve returns to investment in secondary education through
employment opportunities.

Ismail Adesina Raji, 2019

This study investigated the contributions of physical environment factors to the quality of instr... more This study investigated the contributions of physical environment factors to the quality of instruction in Ibadan rural secondary schools. Mixed research design was adopted; while multi-stage sampling procedure was used to select 115 teachers from the 20 (schools with a minimum of ten teachers) out of the 47 rural public senior secondary schools in the six local government areas that have such communities in Ibadan. Physical Environment Factors (PEFS) and Quality of Instruction Rating (QIRS) Scales and five sessions of focused group discussion were used to collect data. Qualitative data were content analysed, while quantitative data were analysed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Many teachers (79.4%) went to school by public transport, (7.5%) by personal cars and (6.5%) trekked. School building (β = 0.270), staff offices (β = 0.487), laboratories (β= 0.281), and accessibility to school (β = 0.325) significantly contributed to quality of instruction, while classroom aesthetic, staff residential accommodation, libraries, workshop, places of convenience for staff, students recreational facilities, furniture, places of convenience for students, distance covered, means of transport did not significantly influence quality of instruction. Physical factors (R=0.621) jointly contributed to quality of instruction in Ibadan rural secondary schools, and accounted for 29.2% of the variation in the quality of instruction (R 2 =.292, F(14, 92)= 4.133, p<0.05). Teachers were confronted with transport challenges every school day due to the irregularity and inconsistency of public transport system in the rural communities.

Ismail Adesina RAJI, Dec 2018

The paper examined the states of western education, levels of technological readiness and innovat... more The paper examined the states of western education, levels of technological readiness and innovation capacities in Ghana and Nigeria, in conjunction with the abilities of the two countries' to achieve their goal of becoming one of the foremost twenty economies in the world. The findings showed that differences in country's global competitiveness appear to have reflected the differential education, technology and innovation policy thrusts in Ghana and Nigeria. Moreover, unlike in Nigeria, where priority was narrowly on macroeconomic and market efficiency, Ghana did broadly prioritized infrastructural and institutional deficits without neglecting development of education, technology and innovation. Thus, inclusive and quality investment in human, managerial and knowledge capital in addition to the development of physical capital and pursuance of market efficiency is a worthwhile development strategy that both countries, especially Nigeria should adopt in a strategic manner.

This study investigated the influence of examination malpractice prevalence (EMP), agents' involv... more This study investigated the influence of examination malpractice prevalence (EMP), agents' involvement in examination malpractice (AIEM), methods of minimising examination malpractice, students' willingness to engage in examination malpractice and examination quality assurance efforts (EQAE) on Examination Quality Assurance (EQA) of senior secondary school certificate examination (SSSCE) conducted by the National Examinations Council (NECO) in Oyo state, Nigeria. Survey design was adopted, while cluster technique was used in selecting 600 NECO candidates, 60 supervisors, 60 invigilators and 100 NECO staff. Six validated scales were used to collect data. Data were analysed using descriptive statistics and multiple regression at 0.05 level of significance. The EQAE (β=.059) had significant influence on EQA while EMP and AIEM did not. The independent variables (F(3; 219)=1.759; R2=0.024) jointly predicted the EQA of NECO SSSCE and contributed 2.4% of the variations in the dependent variable. The National Examinations Council should strengthen its methods of minimising examination malpractice.

Ismail Adesina Raji, 2016

The riverside communities of Ondo State, Nigeria share peculiarities of environmental challenges ... more The riverside communities of Ondo State, Nigeria share peculiarities of environmental challenges with other oil producing areas and semi-urban communities in Nigeria. Secondary schools in these communities were characterised by different class sizes, high student-teacher ratio and inadequate instructional facilities. This scenario did not create a good condition for quality mathematics instruction, and might resulted in poor achievement in the subject. This study investigated the relationship between school environment (Class Size, Curriculum Implementation Monitoring-CIM, School Site-SS and Instructional Material-IM) factors and quality of Junior Secondary (JS) mathematics curriculum implementation in the riverside communities of Ondo State, Nigeria. Descriptive survey design of the correlational type was adopted. The 102 teachers of JS mathematics teachers in the 51 secondary schools in the three local government areas: Ilaje (21), Eseodo (13) and Okitipupa (17) were enumerated. Mathematics curriculum implementation observation rating (0.76), IM (0.82), SS (0.78) and IS (0.72) scales were used to collect data. Data were analysed using descriptive statistics and Pearson Product Moment Correlation at 0.05 level of significance. The CI (2.13 ± 0.65) was fair and CIM (2.47 ± 0.51) fairly adequate, while class-size (45.30 ± 6.64) was high. The CIM (r = 0.86), SS (r = 0.31) and IM (r = 0.22) correlated positively with mathematics curriculum implementation, while class size did not. School authorities should ensure provision of instructional materials and effective monitoring to improve quality of junior secondary mathematics instruction in the communities.

Raji, I.A., 2010

The problem of low access to university education (i.e. proportion of applicants that are admitte... more The problem of low access to university education (i.e. proportion of applicants that are admitted) in Nigeria has been since the 19 th century. Through various constitutional reforms and the creation of new states more universities were established in Nigeria. With only one university at independence in 1960, there were 12 universities (all federal institutions in 1975). The number of universities in Nigeria rose from 46 (federal, state and private institutions) in 2001 to 95 in 2007. This study was carried out to investigate the difference in access to undergraduate programmes in Nigeria universities from 2002 to 2007. The correlational research design was adopted for this study. Six year data (from 2002-2007) was collected for each of the nine faculties that were recognised by the Joint Admissions and Matriculations Board (JAMB) for undergraduate programmes. The data collected and used include the number of applicants for admission by state of origin and discipline/faculty, and the number of candidates admitted to undergraduate programmes by state of origin and faculty. Four hypotheses were tested using F-ratio statistic and regression analysis at 5% level of significance. All the hypotheses were found to be statistically insignificant. Establishment of more universities did not considerably improve access to undergraduate programmes in Nigeria universities. In the efforts to increase access to undergraduate programmes providers of university education may consider the expansion of facilities in the existing institutions as a viable alternative to the establishment of new institutions.

Ismail Adesina RAJI, 2009

The National Universities Commission’s (NUC’s) ranking criteria for teaching staff in the program... more The National Universities Commission’s (NUC’s) ranking criteria for teaching staff in
the programme accreditation benchmark (2007) namely: staff/student ratio (10%), staff mix by rank (6%) and qualifications (3%) were adopted to estimate the adequacy and quality of teachers in Nigeria Universities in 2012. The set of 188 faculties in 25
universities for which complete data was obtained out of 375 faculties in 46 universities that were operating before 2001 was used. A checklist was used to collect secondary data on the number of students as well as the number, highest qualification and rank of teachers in each faculty. Average shortfall in the number of teachers ranged from 15% in the Faculty of Arts to 71% in the Faculty of Technology/Engineering. Shortfalls in the number of teachers were generally high in the science related disciplines. Proportion of teachers that hold Ph.D degree was around 60% in the Faculties of Law, Engineering and Environmental Sciences, and barely close to 80% in a few other faculties. The average rank of teachers was generally below the NUC benchmark. Quality indices for university teachers were as low as 45.2% (Administration), 48.9% (Engineering/Technology) and 49.2% (Environmental Sciences). On the high side of quality indices were 73.8% (Arts), 70.8% (Education) and 69.9% (Veterinary Medicine). Providers of university education should address the problem of adequate staffing and career development of teachers in Nigerian universities

Ismail Adesina RAJI, 2005

This paper examines the quasi-public good nature of education as the justification for the joint ... more This paper examines the quasi-public good nature of education as the justification
for the joint partnership of both the public and private institutions in its provision. Efforts were made to establish the financial difficulties of households vis-à-vis the provision of basic means of livelihood (namely: feeding, clothing, and shelter). Reactions of Nigerians to public provision of educational services under various economic reforms (e. g. austerity measure, structural adjustment program, etc) were stressed. The concept of deregulation as a move towards a free market economy was treated in line with the fact that perfect market guarantees paretian efficiency in the absence of externalities. The proportional benefits of various levels of education that accrue to both the beneficiaries and the society were estimated from available evidence. To effectively fix appropriate price of education, decision makers (especially at macro level) are advised to validate claim of researchers on the benefits of education (to address equity problems) and appropriate factor pricing in the education industry (to enhance efficient allocation of resources). Implications of deregulation of provision of education for stake holders were discussed. Finally the government was advised on measures to put in place to control exploitative tendencies of proprietors of schools before deregulating the provision of educational services in Nigeria.

The major problem impeding the proper delivery of basic education emphasized in this study is ina... more The major problem impeding the proper delivery of basic education emphasized in this study is inadequate of fund. This emanates from the perception of basic education as a pure consumption good by the policy makers at the central. Revenue sharing arrangements could go a long way to achieve the desired educational objectives of the Universal Basic Education programme. The presence and prevalence of poverty are discussed to reflect the difficulty being experienced by Nigerians in their efforts to acquire basic education. If Nigeria is desirous of achieving basic education for all by 2015 along side with quality, the country has to review the taxing rights of the various levels of government and or review the vertical sharing arrangement of revenue from the federation account in favour of governments at the lower levels. In addition, the assignment of highest weight to equality of states gives priority to the financial requirements of the offices of the governors, commissioners and other public holders than other considerations. Suggestions were made on the ways by which revenue sharing arrangements could be handled to yield better results.