Revisiting the Framework of Higher Education: A Case Study of Universities in South–South Nigeria
DOI:
https://doi.org/10.56778/rjslr.v4i2.769Keywords:
Curriculum reform, Learning resources, Institutional policies, Academic performance, Higher education framework.Abstract
This study focused on Revisiting the Framework of Higher Education in Universities in South–South Nigeria. The study adopted a descriptive survey research design. Three hypotheses guided the study. The population comprised undergraduate students drawn from selected universities in South–South Nigeria, while a sample size of 250 students was used for the study. Data were collected using a structured questionnaire titled Higher Education Framework Assessment Questionnaire (HEFAQ) consisting of 25 items measured on a 4-point rating scale of Very High, High, Low, and Very Low. The instrument was validated by three experts comprising two lecturers in Social Science Education and one lecturer in Measurement and Evaluation from the University of Delta, Agbor. Reliability was established using the test–retest method with 20 undergraduate students of Anambra State University, yielding a reliability coefficient of 0.81. Data were analysed using simple regression analysis with the aid of the Statistical Package for Social Sciences (SPSS) at the 0.05 level of significance. Findings revealed that curriculum reform significantly predicts students’ academic performance, learning resources significantly predict students’ learning effectiveness, and institutional policies significantly predict students’ skill development in universities in South–South Nigeria. The study concluded that effective curriculum reform, adequate learning resources, and supportive institutional policies are essential for improving academic performance, enhancing learning effectiveness, and promoting skill development among university students.
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