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All Journal Journal of Education and Learning (EduLearn) AJIE (Asian Journal of Innovation and Entrepreneurship) Eduvis : Jurnal Manajemen Pendidikan Islam
Yusuf Suleiman
Al-Hikmah University
Humanities Economics, Econometrics & Finance Education Library & Information Science Social Sciences Other

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Comparative analysis of students’ achievement in senior school certificate further mathematics examinations in kwara state, Nigeria (2007-2016): Implication for stakeholders in education Olarewaju Adijat Omoladun; Abdulrauf Tosho; Yusuf Suleiman; Muraina Kamilu Olanrewaju
Journal of Education and Learning (EduLearn) Vol 13, No 3: August 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.668 KB) | DOI: 10.11591/edulearn.v13i3.12874

Abstract

This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability. 
Impact of Entrepreneurship Course on Entrepreneurial Intention among Undergraduate Students of Al-Hikmah University, Kwara State, Nigeria Jimoh Abdulrasheed; Yusuf Suleiman; Bolaji Hameed Olalekan
Asian Journal of Innovation and Entrepreneurship Volume 04, Issue 01, January 2019
Publisher : UII

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Abstract

Unemployment has become one of the most newsworthy concerns in Nigeria. It has reached a level in which graduates of higher institutions have to normally wait for a long time before getting a job. Hence, the importance of entrepreneurship in terms of job creation and economic growth cannot be overemphasized. This research therefore examined the impact of entrepreneurship course on entrepreneurial intention among undergraduate students of Al-Hikmah University, Kwara State, Nigeria. The population of the study consists of 2800 while quota, simple random and convenience sampling techniques were used to 338 students from seven faculties. Instrument titled “Entrepreneurship Course and Entrepreneurial Intention Questionnaire (ECEIQ)” was used to elicit data from the respondents while Statistical Package for Social Sciences (SPSS) was used to analyse the data. Findings revealed that the teaching of entrepreneurship course significantly impact on student's knowledge and their entrepreneurial intention to start-up business. Findings also indicate perceived challenge which include poor state of infrastructure (electricity, road etc.) and lack of fund dampen students’ spirit of becoming an entrepreneur. Also, availability of infrastructure and fund are students’ perceived solutions to the challenges of becoming an entrepreneur. In view of the findings, this study therefore recommends that university should device a strategy to assist the students that indicate intention to start enterprise while in school and after graduation. Lastly, stakeholders in education should assist the university in providing equipment and funds for the advancement of entrepreneurship.    
Online Teaching Administration and Academic Staff Effectiveness in Public Universities: An Empirical Study of Budgeting, Coordination, and Supervision in South-west Nigeria Rasheedat Oladunni Ajape; Olaolu Paul Akinnubi; Yusuf Suleiman
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i1.3411

Abstract

The integration of technology in education, particularly accelerated by the COVID-19 pandemic, has compelled public universities in South-west Nigeria to shift towards online teaching. This study investigates the critical administrative factors—budgeting, coordination, and supervision—influencing academic staff effectiveness in this new educational landscape. Utilising a quantitative research design, data were collected from 610 academic staff members across various universities through structured questionnaires. Statistical analyses, including correlation and hypothesis testing, were conducted to examine the relationships between the identified constructs and academic staff effectiveness. The findings reveal a significant positive relationship between adequate budgeting, effective coordination, and supportive supervision with academic staff effectiveness. Specifically, the study found that universities with robust budgeting strategies and coordinated efforts among faculty and administration reported higher staff morale and improved teaching quality. Additionally, the lack of regular supervisory feedback was highlighted as a barrier to professional growth for many academic staff. In conclusion, addressing the challenges associated with budgeting, coordination, and supervision is essential for enhancing the effectiveness of academic staff in online teaching. This research contributes to the existing literature by providing actionable insights for university administrators and policymakers, emphasising the need for comprehensive administrative frameworks. By focusing on these critical areas, public universities can better equip their faculty to meet the evolving demands of education in the digital age, ultimately leading to improved student educational outcomes.
Co-Authors Abdulrauf Tosho Bolaji Hameed Olalekan Jimoh Abdulrasheed Muhajir, M Muraina Kamilu Olanrewaju Olaolu Paul Akinnubi Olarewaju Adijat Omoladun Rasheedat Oladunni Ajape Zahyah Hanafi