EFFECTS OF LIFELONG LEARNING ON LECTURERS’ JOB PERFORMANCE IN KEBBI STATE POLYTECHNIC DAKINGARI, KEBBI STATE NIGERIA.

Author

BALOGUN Bamidele Bode, Aliyu Idris Marafa, Ahmed Mubarak Gulumbe, Samaila Shehu Kalgo


Abstract

 This study investigated effects of lifelong learning on lecturers’ job performance in Kebbi state polytechnic, Dakingari, Kebbi state Nigeria. Three research objectives, three research questions and one hypothesis were raised to guide the conduct of the study. The study population consisted of 557 participants (female students) and the study take a sample of 234 out of 557 participants using Creswell (2012) table for determining sample size. The study employed convenience and simple random sampling techniques to carry out the study. The study used the following two (2) researcher-designed rating scale to collect data from the participants which include, Lifelong Learning Rating Scale(LLRS) and Lecturers Job Performance Rating Scale(LJRS) to collect data. The two questionnaires were validated by experts and professionals in educational management and policy studies, as well as, other experts in research methodology. The study conducted a trial testing of instrument using inter-Rater methods of reliability and it obtained 0.81 reliability indexes for Lifelong Learning Rating Scale (LLRS and 0.73 reliability indexes for Lecturers Job Performance Rating Scale (LJRS) and this shows that the research instruments were found reliable for data collection. The study used descriptive statistics to answer research questions of the study, while independent T-test was used to test the hypothesis at 0.05 level of significance with the aid of Statistical Package for Social Science (SPSS) software 20.0 version. The study found that lifelong learning helps lecturers in building self-confidence and personal growth through continuous updating of knowledge, skills and concepts to enable them stay and adapt to the dynamic academic environment. The study concluded that It is essential for the government through ministry of education to motivate and encourage lecturers in Nigerian tertiary institutions to embrace lifelong learning in an attempt to provide quality education to students. The study recommended among others that lecturers in Nigerian tertiary institutions should be encouraged to embrace lifelong learning so as to assist them in building self-confidence and personal growth through continuous updating of knowledge, skills and concepts to enable them stay and adapt to the dynamic academic environment.



Keywords

Lifelong Learning, Job Performance, Lecturers, Tertiary Institutions



Full Text:

Download Paper PDF


References


  • Adebayo, S. Yusuf, O. & Adekunle, T. (2023).Teacher professional competence and instructional delivery in Nigerian secondary schools. Journal of Education and Learning Research. 10(2), 55-67
  • Ademola, J. & Olumide, O. (2021) Teacher training for lifelong learning in Nigeria: challenges and opportunities.Nigerian Journal of Education Development. 14(1), 22-34.
  • Adeniran, A. &Akinsolu, A. (2022). Teacher quality and educational outcomes in Nigerian public secondary schools: A policy evaluation perspective. African Journal of Educational Research and Development. 14(1), 23-38.
  • Adeyemi, T. & Afolabi, B. (2021). Cultural barriers to lifelong learning in Nigeria: perspective from rural areas. International Journal of Adult Education. 14(2), 47-56
  • Akpnar, H. H. (2019). Investigation of the relationship between lifelong learning tendencies and technology acceptance and use level of municipality employees. Unpublished master’s thesis. Gaziantep university, Gaziantep.
  • Akyol, B. Bayaran, R.&Yesiibas, Y. (2018). Life satisfaction level and lifelong learning tendencies of public education center trainees. Mehmet Akif Ersoy university. Faculty of Education Journal. 4(8), 301-324.
  • Allen, K.R. Smith, K.A Bird, I.A. Tenenbaum, J. B. Makun, T. R.& Cowie, D. (2024). Lifelong learning of cognitive styles for physical problem-solving: The effective of embodied experience. Psychonomic Bulletin & Review. 31(3), 1364-1375
  • Bello, A. & Ogunyemi, S. (2022). Deliberate practice and teacher expertise: Implications for professional learning in sub-Saharan Africa. Journal of Professional Development in Education. 48(4), 512-528
  • Brawn, D. (2021). The role of adult education in lifelong learning. A global perspective. Adult Education Quarterly. 7(3), 230-245.
  • Dave, R. H. (2022). Lifelong learning: the role of adult education in empowering communities. Journal of Education and Social Change. 8(1), 15-29.
  • Ibikunle, M.O. (2020). Relationship between lectures’ job performance and school effectiveness in state-owned tertiary institutions in south-west Nigeria. British Journal of Educational Management and Leadership Studies.2(7), 45-59.
  • Mustapha, A.B. (2019). Influence of lifelong learning on teachers’ job performance in Borno state Nigeria. International Journal of Social Sciences and Management Studies. 6(12),98-118.
  • Olumide, A. (2022). Challenges facing adult education in sub-Saharan Africa. The case of Nigeria. African Education Review. 9(2), 198-212
  • Onyenemezu, M.I. (2021). The role of adult education in promoting social transformation in Nigeria. International Journal of Lifelong Education.40(1), 89-102.
  • Umar, M. Eshak, M. Bichi, I &Aujara, I. (2021). Adult education and the Nigeria economy: A review of challenges and prospects. Journal of Adult Education and Learning. 25(3), 113-130

Share your valuable work from Social Media Buttons