ASSESSMENT OF CLASSROOM LESSON PRESENTATION COMPETENCE LEVEL OF QUALIFIED AND UNQUALIFIED UNIVERSITY LECTURERS IN NORTHEAST NIGERIA

Abstract

This survey study was conducted against the backdrop of the directive given by the National Universities Commission (NUC) since 2004 to all Vice-Chancellors of Universities making it mandatory for all academic staff to undergo necessary teacher training. Thus, this study compared the classroom lesson presentation competence levels of university lecturers that have teaching qualifications and those that do not have in Northeast Nigeria. The population of this study was five thousand three hundred and seventy-four (5,374) academic staff of the nine Federal Universities in Northeast Nigeria during the 2014/2015 academic session. A sample of 537 lecturers - representing 10% of the target population - was randomly drawn from three of these universities for the study. An observational schedule titled "University Lecturers' Pedagogical Competency Observation Rating Scale" (ULPCORS) was used for the study. The instrument was validated by experts in various fields of education. Through a pilot study, Cohen Kappa's measure of reliability was used to generate the inter-rater reliability coefficient value of 0.704 for the lesson presentation items in the ULPCORS. The collected data were analyzed through descriptive statistics of frequency distribution, and percentage counts, as well as, through inferential statistics of t-test at 0.05 level of significance. The findings of the study indicated that there was a statically significant difference between the mean scores of qualified and unqualified university lecturers in classroom lesson presentation competence (p-value = 0.014< 0.05).Based on the above findings, it was therefore recommended that relevant topics that enhance classroom management competencies should be incorporated into the teacher training programmes that university lecturers go through.