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All Journal COMPETITIVE: Journal of Education Journal of Education For Sustainable Innovation
Ajadi, Olugbenga
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Potentials Challenges of Twenty-First Century Pedagogies in Nigeria Ajadi, Olugbenga
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.832

Abstract

The concept of 21st-century pedagogies is the creative use of technological-aided teaching methods for the benefit of the students based on the prevailing situation.  The pedagogies include the use of technology integration, collaborative learning, student-centred learning, flipped classroom and gamification and game-based learning usually student-centred.  The concept of pedagogy in Nigeria, as in many other countries, refers to the strategies, methods, and approaches employed in the teaching and learning process.  The paper identified skills development, technology integration, increased student engagement, collaborative learning and teacher professional development as some potential that significantly contribute to enhancing the quality of education and equipping students with employable skills needed to succeed in the world of work.  The paper identified technology barriers, teacher training and professional development, large class sizes, curricular rigidity, resistance to change and limited resources as some of the challenges confronting the use of 21st-century pedagogies in educational institutions in Nigeria.  However, policy reforms, teacher training and professional development, technology integration, partnerships and research and monitoring are suggested as remedial plans to improve the use of 21st-century pedagogies in Nigerian schools.
Job Stress and Lecturers’ Efficiency in Obafemi Awolowo University, Ile-Ife, Nigeria Ajadi, Olugbenga
COMPETITIVE: Journal of Education Vol. 3 No. 4 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i4.140

Abstract

The roles of lecturers in universities cannot be under-estimated.  This is because lecturers are the bones who interpret the content of the curriculum and ensure students become a law abiding and useful member in the society.  Hence, lecturers are expected to be efficient.  This study however investigated job stress and lecturers’ efficiency in Obafemi Awolowo University, Ile-Ife, Nigeria.  The population of the study comprised all academic staff in all the 10 Faculties and two Colleges of the University.  A sample of 50 participants was selected from each of the five purposively selected faculties making a total of 250 participants altogether.  Adapted questionnaire titled titled ‘Job Stress and Lecturers’ Efficiency (JSLEQ) was used to collect information from the respondents.  The instrument was validated and trial tested on population outside the sample. The reliability index of the instrument was 0.91 using Crobatch Alpha method of analysis.  Descriptive and inferential statistics were used to answer the research question and test the hypothesis respectively.  The results showed that anxiety (  = 2.92) was the most prominent stress of the six-stress found among lecturers in Obafemi Awolowo University while the least prominent stress was heart palpitation (  = 2.69).  In addition, the results revealed that stress has significant influence on lecturer’s efficiency (0.54 > 0.157 at p.<0.05) in Obafemi Awolowo University, Ile-Ife, Nigeria.  The study recommends employment of seasoned counsellors and equip the counselling unit with 21st century equipment that can be used to manage anxiety among the entire workers in the Nigerian universities
Co-Authors Adebakin, Azees Akinniranye, Oluwarotimi