The need for post-graduate students to complete their programmes within the stipulated time necessitated this study. Thus, the study examined students’ related determinants of post-graduate studies completion time in vocational and technical education programmes in South-South Nigerian Universities. A research question guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was employed for the study. The population consisted of 204 post graduates of vocational and technical education programmes in South-South Nigerian Universities. The population constituted the sample size since it was not too large. The instrument for data collection was a structured questionnaire titled Determinants of Post-Graduate Studies Completion Time Questionnaire (DPGSCTQ). The instrument was validated by three experts. To determine the reliability of the instrument, Cronbach Alphawas used to check the internal consistency and thus, the reliability coefficient of 0.78 was obtained. The data collected for the study were analyzed using descriptive statistics of mean and standard deviation to answer the research questions. The t-test and ANOVA were used to test the null hypotheses. Findings of the study revealed that students’ related factors such as demography, research orientation, study habit, among others, contribute to a great extent to the completion time of the students in the post-graduate programmes. It was recommended among others that post-graduate students should show commitment in their studies; avoid procrastination and poor study habits in order to make their time count in the programmes.
| Published in | International Journal of Vocational Education and Training Research (Volume 6, Issue 2) |
| DOI | 10.11648/j.ijvetr.20200602.13 |
| Page(s) | 34-40 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Post-graduate Programmes, Vocational Education, Determinants, Students’ Related Factors
| [1] | Federal Republic of Nigeria (2014). National policy on education 6th edition; Lagos: NERDC Press. |
| [2] | Steve, I. P. (2014). Collegiate life: An obituary, change. Ace New York. |
| [3] | Okala. O. F. (2014). Technological Development in Nigeria. Lagos: Third Press International. |
| [4] | Soyode, V. F. (2014). Adjustment to work, a psychological view of man’sproblems in a work oriented society. Ace New York. |
| [5] | Olorunisola, F. H. (2015). The need for Skill Assessment and Evaluation of skillimpact in simulating Education and Productive Work. LagosEducation. Review, 8 (1), 47-54. |
| [6] | National Universities Commission (NUC) (2014). 45th Anniversary Publications, NUC, Office, Abuja. |
| [7] | Ijebu, E. R. (2016). Doctoral supervision, workplace research and changing pedagogic practices. Higher Education research and Development, 16 (2), 34-47. |
| [8] | Smith, R. S. (2015). Assessing Service Quality within the Educational Environment. Journal in Higher Education, 46 (2), 23-36. |
| [9] | Obidile J. I. and Uzoekwe H. E. (2018). Revitalization of the Technical and Vocational Education (TVE) Programmes for Youth Empowerment in Nigeria. International Journal of Vocational Education and Training Research 4 (1) 45-47. |
| [10] | Ekpenyong, L. E. (2011). Foundations of Technical and Vocational Education: New directions and approaches for Nigerian students in TVE and adult education, practitioners and policy makers, (2nd ed.). Supreme idealpublishers Int. Ltd. Benin City. |
| [11] | Okala, O. F. (2015). Importance of entrepreneurship to Nigeria’s development. Feeds Project Writers; April 21. |
| [12] | Thundike, S. J. (2014). Oxford Advanced Learners Dictionary of current English. Sixth Edition, Oxford Unipress. |
| [13] | Badmus, F. G. and Omoifo, N. (2012). Obstacles to completion of doctoral degreein education. Education Quarterly, 2 (1), 23-28. |
| [14] | Numnally, F. A. (2011). Logistic regression using R and S-Plus. Retrieved from www.http://bioinformatics.well.ox.ac.uk/lectures. |
| [15] | Olorunisola, F. H. (2011). Optimisationof the utilization of resources in Nigeria’s development. Lagos: Third Press International. |
| [16] | Zhao, R. S. (2015). Challenges within the Educational Environment. Journal in Higher Education, 46 (2), 43-56. |
| [17] | Roche, S. U. and Strongner, N. I. (2013). The development of research supervision: Turning the light on a private space. International Journal for Academic Development, 10 (1), 12-24. |
| [18] | David, R. C. (2015). Departmental factors affecting time-to degree and completion ratesof doctoral students at one land-grant researchinstitution. Journal of Higher Education, 72 (3), 341-367. |
| [19] | Martin, J. B. (2016). Doctoral student persistence in counselor educationprograms: Student program match. Journal of Education and supervision, 44 (2), 175-188. |
| [20] | Nduka, A. J. (2016). The resiliency advantage: Master changes, thrive under pressure, and bounce back from setbacks. Berkley: Berrett-Koehler Books. |
| [21] | Singh, A. Y. (2016). Laissez-faire in research education – An inquiry into aSwedish doctoral program. Higher Education Policy, 13 (2), 14-26. |
| [22] | Walker, G. L. (2015). Graduate student supervision policies and procedures: A case study of issues and factors affecting graduate study. The CanadianJournal of Higher Education, 25 (3), 23-37. |
| [23] | Frank, N. J. (2015). Graduate supervision and academic support: Students’perceptions. South African Journal of Higher Education, 16 (2), 139-149. |
| [24] | James, V. N. (2016). Factors influencing successful submission of Ph. D theses. Studies in Higher Education, 25 (2), 181-195. |
| [25] | Dyner, G. E. (2016). Recognizing difference: Providing for graduate students. Studies in Higher Education, 24 (3), 371-386. |
| [26] | Kennedy, B. S. (2016). Being a good course-taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30 (2), 137-154. |
| [27] | Kearner, V. E. (2015). Academic Supervision: seeking metaphors and modelsfor quality. Journal of Further and Higher Education, 28 (4), 395-405. |
| [28] | Abiodum, J. A. (2016). Graduate completion rates, occasional paper series, higher education division, Detya (now Dest). |
| [29] | Onuegbu, P. O. (2015). Technology Advancement; History and Relevance. Nairaland Forum Nov. 27. |
| [30] | Lategan, O. B. (2015). Academic supervision: Seeking metaphors and modelsfor quality. Journal of Further and Higher Education, 28 (4), 395-405. |
| [31] | Wong, R. W. (2014). Learning across cultures: Appropriateness of knowing transfer. International Journal of Education Research, 31 (3), 12-24. |
APA Style
Titus Eze, Sunny Nwakanma, Jacinta Ifeoma Obidile. (2020). Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants. International Journal of Vocational Education and Training Research, 6(2), 34-40. https://doi.org/10.11648/j.ijvetr.20200602.13
ACS Style
Titus Eze; Sunny Nwakanma; Jacinta Ifeoma Obidile. Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants. Int. J. Vocat. Educ. Train. Res. 2020, 6(2), 34-40. doi: 10.11648/j.ijvetr.20200602.13
AMA Style
Titus Eze, Sunny Nwakanma, Jacinta Ifeoma Obidile. Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants. Int J Vocat Educ Train Res. 2020;6(2):34-40. doi: 10.11648/j.ijvetr.20200602.13
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijvetr.20200602.13,
author = {Titus Eze and Sunny Nwakanma and Jacinta Ifeoma Obidile},
title = {Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants},
journal = {International Journal of Vocational Education and Training Research},
volume = {6},
number = {2},
pages = {34-40},
doi = {10.11648/j.ijvetr.20200602.13},
url = {https://doi.org/10.11648/j.ijvetr.20200602.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20200602.13},
abstract = {The need for post-graduate students to complete their programmes within the stipulated time necessitated this study. Thus, the study examined students’ related determinants of post-graduate studies completion time in vocational and technical education programmes in South-South Nigerian Universities. A research question guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was employed for the study. The population consisted of 204 post graduates of vocational and technical education programmes in South-South Nigerian Universities. The population constituted the sample size since it was not too large. The instrument for data collection was a structured questionnaire titled Determinants of Post-Graduate Studies Completion Time Questionnaire (DPGSCTQ). The instrument was validated by three experts. To determine the reliability of the instrument, Cronbach Alphawas used to check the internal consistency and thus, the reliability coefficient of 0.78 was obtained. The data collected for the study were analyzed using descriptive statistics of mean and standard deviation to answer the research questions. The t-test and ANOVA were used to test the null hypotheses. Findings of the study revealed that students’ related factors such as demography, research orientation, study habit, among others, contribute to a great extent to the completion time of the students in the post-graduate programmes. It was recommended among others that post-graduate students should show commitment in their studies; avoid procrastination and poor study habits in order to make their time count in the programmes.},
year = {2020}
}
TY - JOUR T1 - Post-Graduate Studies Completion Time in Vocational and Technical Education Programmes in South-South Nigerian Universities: Students’ Related Determinants AU - Titus Eze AU - Sunny Nwakanma AU - Jacinta Ifeoma Obidile Y1 - 2020/12/08 PY - 2020 N1 - https://doi.org/10.11648/j.ijvetr.20200602.13 DO - 10.11648/j.ijvetr.20200602.13 T2 - International Journal of Vocational Education and Training Research JF - International Journal of Vocational Education and Training Research JO - International Journal of Vocational Education and Training Research SP - 34 EP - 40 PB - Science Publishing Group SN - 2469-8199 UR - https://doi.org/10.11648/j.ijvetr.20200602.13 AB - The need for post-graduate students to complete their programmes within the stipulated time necessitated this study. Thus, the study examined students’ related determinants of post-graduate studies completion time in vocational and technical education programmes in South-South Nigerian Universities. A research question guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was employed for the study. The population consisted of 204 post graduates of vocational and technical education programmes in South-South Nigerian Universities. The population constituted the sample size since it was not too large. The instrument for data collection was a structured questionnaire titled Determinants of Post-Graduate Studies Completion Time Questionnaire (DPGSCTQ). The instrument was validated by three experts. To determine the reliability of the instrument, Cronbach Alphawas used to check the internal consistency and thus, the reliability coefficient of 0.78 was obtained. The data collected for the study were analyzed using descriptive statistics of mean and standard deviation to answer the research questions. The t-test and ANOVA were used to test the null hypotheses. Findings of the study revealed that students’ related factors such as demography, research orientation, study habit, among others, contribute to a great extent to the completion time of the students in the post-graduate programmes. It was recommended among others that post-graduate students should show commitment in their studies; avoid procrastination and poor study habits in order to make their time count in the programmes. VL - 6 IS - 2 ER -
Information
Email: