Tag Archives: Curriculum Development

Challenges to the Development of Instructional Packages for Business Education Programme in Universities in South-East Nigeria (Published)

Challenges to the development of instructional packages for business education programme in universities in South-East Nigeria, formed the basic objective for this research. The study adopted a descriptive survey research design. Two research questions and two null hypotheses guided the study. The population was 57 Federal and State university lecturers in business education. No sampling was adopted because of the manageable size of the population. The instrument used for data collection was a questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient of 0.79. Mean with standard deviation was used for data analysis and the t-test statistics was used to test the null hypotheses at .05 level of significance. The findings include: inadequate funding of our universities for curriculum development, use of obsolete instructional facilities in our universities, among others. Recommendations made include: adequate fund should be provided by the federal and state government on the development of instructional packages and proper regulation of universities instructional packages should be carried out on regular basis.

Keywords: Business Education, Challenges, Curriculum Development, Instructional packages, National Universities Commission

A STUDY ON COMMON WRITING ERRORS OF ENGINEERING STUDENTS: A BASIS FOR CURRICULUM DEVELOPMENT (Published)

This paper aims to investigate the self-reported writing problems of Filipino learners of English Language. A total of sixteen (16) Mechanical Engineering Technology (MET) students of Technological University participated in this study. An instrument consisting of two parts was used: Part I asked for background information. Part II asked the students to write on a given topic. Second instrument is a checklist. The checklist used was adapted from Kamimura (2000) as cited in Mojica (2010). Writing difficulties were coded into three before writing, while writing and post writing. The results of the students’ report shows that students are likely to think critically as they advance to the next writing stage. On the other hand, post-writing stage obtained a highest mean, showing that students have more attention to the content, audience, grammar, vocabulary, and the final output.

Keywords: Common Writing Errors, Curriculum Development, Engineering students