A Longitudinal Correlational Study of Students’ Performance in Supervised Industrial Work Experience and Classroom Instruction

Scholars in technology education are of the view that there should be some relationship between supervised industrial work‐experience and classroom instruction in order that the theory learned at school would have relevance to practice at the work place, especially as supervised industrial work‐experience has become an important component of well‐planned technology education programmes.

This study was therefore designed to determine the nature and extent of the relationship between supervised industrial work‐experience and classroom instruction. A research sample of 64 (comprising of 30 mechanical, 20 electrical and 14 civil) engineering technology students were alternatively exposed for three years to classroom instruction and its consequent sessional examinations on the one hand and supervised industrial work‐experience and the consequent performance assessment process on the other. Performance scores‐‐in percentages‐‐were collected from the two research situations. Product moment correlation coefficients were computed for the pairs of performance scores; first all the students’ scores were analysed together and then they were analysed in each engineering specialty.

It was found that:

(1) generally there was no statistically significant relationship between the students’ performances in classroom instruction and supervised industrial work‐experience;

(2) additionally (a) statistically significant relationship did not exist between students’ performances during the different periods of supervised industrial work‐experience and (b) there was a statistically significant relationship between the students’ performances in the classroom‐instruction situation.

It was recommended that industries should participate in the preparation of curricula for technology education programmes; and should train students on projects that have educational value and practical utility while more industrial‐work‐related instructions should be provided in technology education programmes.     

Electronic Theses and Dissertations Initiatives: A Survey of University Libraries in Nigeria

The study investigated the extent of adoption of electronic theses and dissertations in university libraries in Nigeria. Data collection for the study was via online questionnaire. The study revealed that digitization of theses and dissertations started between 1980 and 1995. It was found that only a few university libraries have embraced digitization of theses and dissertations in Nigeria. Benefits of electronic theses and dissertations were identified as improving university ranking and visibility, increasing access to the theses and dissertations, saving space in the library, enabling others link to the work with persistent URLs, preserving the work for future generations, and saving costs for students. Challenges such as unstable internet connectivity, lack of funding, irregular power supply, lack of information technology personnel, absence of electronic theses and dissertations submission policy, and copyright issues were identified. It is hoped that the study might provide insights useful for librarians planning to embark on the digitization of theses and dissertations project.     

Organizational culture in Nigeria: An exploratory study

This study uses the organizational communication survey (OCS) instrument developed by Glaser, Zamanou, and Hacker (1987) to explore culture in a Nigerian organization. The OCS, administered to 71 employees of a Nigerian organization, was used to test two variables (gender and supervision) as predictors of organizational subcultures. Results showed substantial agreement on the cultural dimensions of information flow, meetings, and motivation. Gender, unlike supervision, was found to be somewhat a predictor of organizational subculture.     

Nigerian football: a case of social media and sport insider information

The increasing use of information and communication technology, particularly social media, has extended the reach of football discourse beyond traditional boundaries determined by in-groups of administrators, other football stakeholders and legacy media gatekeepers. Privileged football information refers to football information that would otherwise be restricted to insiders and may include ongoing, real-time or proposed decisions or events by football administrators, players, and other key football stakeholders. The relative anonymity of social media provides football administrators, insider journalists, player agents and others who have access to privileged information, with a communication channel to clandestinely disseminate the information. The paper explores possible motivation of an insider, Muyiwalawal, who posted insider information on Eagles Nest, a discussion board for Nigerian football fans, before and during the 2014 World Cup. We also report on the impact of the information on members of Eagles Nest. We find that the insider in this case is motivated by identity as an insider, prestige and member appreciation. Additionally, we find that persuasive impact of the information narrative is dependent on recipient's interpretation of narrative fidelity.