THE ROLE OF CULTURE AND CREDIT IN PROMOTING SENSE OF COMMUNITY AMONG STAFF AND STUDENTS OF UNIVERSITIES IN RIVERS STATE, NIGERIA

Prince Aribiton Johnson, Vikoo Baribor

Abstract


This study examined the role of culture and credit in promoting sense of community among Staff and Students of universities in Rivers State. Two objectives, two research questions and two hypotheses guided the study. The study adopted a cross-sectional survey research design, with a sample size of 484 university staff and students drawn through stratified random sampling technique. The role of culture and credit Questionnaire (TRCCQ) was used for data collection. The reliability of the RICCQ was tested using Pearson Product Moment Correlation and a reliability coefficient of 0.75 was obtained. Mean and standard deviation were used to answer the research questions, while Analysis of variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. Findings from the study indicated that there was a significant difference in the views of lecturers, administrative staff and students in terms of the role of culture and credit in promoting sense of community among Staff and Students of universities in Rivers State, but there was no significant difference in their views in terms of the role of culture aspect of the 5Cs. Based on the findings, the authors recommended that there is need for the universities to adopt a more practical curriculum that will increase the employability of Nigerian graduates into the labour market.

 

Article visualizations:

Hit counter

DOI

Keywords


sense of community, culture, credit

Full Text:

PDF

References


Chun, M. & George, D. K. (2004). Adding value: Learning communities and student engagement. Retrieved from https://link.springer.com. 13th July 2018.

Dennen, V. P. & Bong, J. (2018). Cross-cultural dialogues in an open online course: In recognizing the inseparability of culture, learning, and technology. Journal of Association for Educational Communication and Technology, 62(5), 310-311.

Keonya, B. (2016). Connection and commitment: how sense of belonging and classroom community influence degree persistence for African American undergraduate women. International journal of teaching and learning in higher education p.218-229. Retrieved from http://www.isetl.org/ijtlhe/.

Louise, N. & Jan, S. (2014). Creative campus: Using creativity in educational development: The Magazine of the staff and educational development association (SEDA). Retrieved from http://www.seda.ac.uk.

Masoob, A. B. & Mohammed, H. A. A. (2014). Awards of excellence in institutions of higher education: An AHP approach. International Journal of Education Management p. 224-242.

Mick, H. Abbi, F. & Katty, H. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Retrieved from https://www.heacademy.ac.uk/system/files/resources/engagement. Retrieved 20th June 2018.

Oloyede, I. (2017). Unified matriculation examination (UTME). Candidates registration statistics. Retrieved from https://www.currentschoolnews.com. 22nd June 2018.

Oloyede, I. (2018). Unified matriculation examination (UTME). Candidates registration statistics. Retrieved from https://www.currentschoolnews.com. 22nd June 2018.

Oxford advanced learners’ dictionary (9thed). (2018). Retrieved from https://www.oxfordlearnersdictionaries.com.

Romina, I. (2015). Improving quality higher education in Nigeria: The roles of stakeholders. Journal of Higher Education, 1(1), 61-70. Retrieved from https://www.sciedu.ca/ijhe.

Sara, T. (2014). Engaging students as partners. In creative campus: Using creativity in educational development. The Magazine of the staff and educational development association (SEDA). Retrieved from http://www.seda.ac.uk.

Tola, O. (2017). Education in Nigeria: A futuristic perspective. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.197.898&rep=rep1&type=pdf.

Walid, E. L. (2017). Organizational culture and organizational performance. Journal Economics and Management Science, 6(4),41-50. Retrieved from https://www.omicsonline.org/open-access/organizational-culture-and-organizational-performance-2162-6. 6th August 2018.

Yotam, H. (2017). Future learning space in schools: Concepts and designs from the learning science. Journal of Formative Design in Learning, (1)1, 99-109. Retrieved from https://www.researchgate.net/.../319274928_Future Learning Spaces in Schools Conc.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2964

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Johnson, Prince Aribiton, Vikoo Baribor

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).