AN ASSESSMENT OF THE IMPACT OF INFRASTRUCTURE AND WELFARE SERVICES ON STUDENTS PERCEIVED MOTIVATION TO LEARNING IN FEDERAL UNIVERSITIES IN NIGERIAN( A CASE SUDY OF UNILORIN)
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background Of Study
In order to teach and learn effectively in schools, appropriate infrastructure is required. In tertiary education, the purpose of school infrastructure is to increase student attendance, improve staff motivation, and improve student academic achievement. Classrooms, labs, halls, open fields, games equipment, dorms, and sanitation facilities are all part of the infrastructure. As a result, school infrastructure is a critical component in providing a good education.
The disparity between students' expectations for educational institution service performance prior to the service encounter and their perceptions of the service perceived in the institutions is referred to as service quality in education. The five most important aspects of educational service quality. Educational institutions can provide high-quality services by developing their own quality management systems (Alani 1998). To be chosen by students, they must operate in a consumer oriented manner and focus on offering high quality service (Subair 2008 ). Total Quality Management can be implemented in institutions by cultivating a quality culture in which employees' primary goal is to delight customers, and strong links and partnerships should be established between all stakeholders in education, including management and teaching staff (Alani 1998). As a result, the school will have a structured working environment and will be able to achieve continual improvement. Palmer (2007) examines "student motivation as a critical component of high-quality education." How can we tell if a pupil is motivated? They pay attention, get right to work on duties, ask questions and volunteer answers, and appear to be joyful and enthusiastic.". According to Brophy, motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)"
The university, as the pinnacle of the educational system and the pinnacle of human capital development, owes allegiance not just to the government that funds it, but also to the transnational corporations that support universities around the world. Wherever a conversation on human resource management is opened in an educational setting, the learners tend to be the central focus point. This is because, as Maduewesi (2005) points out, learners are the most valuable resources, not for use but for molding. They're looking for role models who aren't their parents. In the same way that the school system is a person-processing organization, those who teach them and those who care for them should be concerned with their overall well-being. Several issues have sparked debate at several academic institutions over the efficacy of Nigerian university students in comparison to their counterparts in the developed world, with a special focus on their well-being. In the context of higher education, welfare concerns refer to services, processes, and procedures whose primary goal is to encourage, maintain, and improve students' physical, social, intellectual, and emotional well-being. The administration of these welfare programs in tertiary institutions, particularly universities, is constrained by the number of people and activities that are managed through a variety of government programs and university governing policies, which are coordinated by the Student Affairs Unit. Support services (people you can turn to for help) and the Personnel Development Programme (PDP), which is designed to help students discover appropriate coping mechanisms for what may be a very high-pressure course and career, are two types of welfare provision available in the educational context.
According to Subair (2008), student welfare services are one of a wide range of services put in place by school authorities to ensure that students on campus are studying effectively. He also highlighted housing, counseling, job information, tutor help, course information, student unionism, bursary award/scholarship, degree marketability, and transportation as fundamental welfare services that would benefit all students at any higher education institution.
Individuals are far more than just a source of output in management strategies. They are consumers of products and services, and as such, they have a significant impact on demand. Individual learners can be assisted in meeting their individual requirements and maximizing their potential while also contributing to the enterprise's goals. As a result, educational institutions should have a good awareness of the roles that students take on, as well as their individuality and personalities. It's also critical to recognize that everyone is different. They have various demands, ambitions, attitudes, and desires for responsibility, as well as varying degrees of knowledge and abilities and potential. Results are vital, but the manner by which they are achieved must never be at the expense of learners' dignity. This notion emphasizes that all learners, regardless of their status, must be treated with respect.
Some of these welfare services are considered essential, such as the physiological demands for water and shelter. Others, such as counseling, job information, tutoring support, bursaries, and so on, as well as students' unionism, are secondary needs. These needs are all aimed at helping each student build self-esteem, status, affiliation with others, affection, giving, accomplishment, and self-assertion.
1.2 Statement Of Problem
The early formative years of the first generation universities were marked by the buzzing thrill of academic effort, limited enrolment, maximum intellectual exposure, and internal discipline within the context of young exuberances, gaming, and union activities. With common rooms, bed sitting rooms, hall masters and wardens, black bow ties at all feasts, and a high table, to name a few, the elitist favor was palatable.
This is in stark contrast to what already exists in our universities. The combined consequences of the population in the classrooms, failing infrastructure, persistent lack of funds, repeated strike action, and student unrest that disrupt the academic calendar in higher institutions are causing anxiety in Nigeria today. Surprisingly, most people who benefited from schooling in the 1980s believe that kids today are performing worse than they were then. Their conclusions are based on a comparison of current student levels of study and examination scores to what they believe their own generation learnt in school. The question is, what is the state of the university's infrastructure and welfare services? What effect has this had on pupils' motivation to learn? What impact do these (infrastructure and social services) have on the management of student personnel?
1.3 Objective Of Study
The general aim of this study is to critically assess the impact of infrastructure and welfare services on students perceived motivation to learning in federal universities of Nigeria. Below are the specific objective of this study:
- Examine the impact of information and counseling services on students learning motivation.
- Examine the impact of health services and security on students learning motivation.
- Examine the impact of hostel accommodation on students students learning motivation.
- Determine the extent to which students are satisfied with the available infrastructure and welfare services in the school.
1.4 Research Hypotheses
The following hypothetical statements will be validated in the course of this study;
H01: Information and counseling services has no impact on students learning motivation.
H02: Health services and security has no impact on students learning motivation.
H03: Hostel accommodation has no impact on students learning motivation.
H04: The extent to which students are satisfied with the available infrastructure and welfare services in the school is low.
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