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IMPACT OF PROGRAMME ACCREDITATION ON ACADEMIC EFFECTIVENESS IN TERTIARY INSTITUTIONS IN ANAMBRA STATE, NIGERIA
Abstract:
This abstract provides a concise overview of the research study conducted to investigate the impact of programme accreditation on academic effectiveness in tertiary institutions in Anambra State, Nigeria. The study aimed to understand the relationship between programme accreditation and various dimensions of academic effectiveness, including quality of education, curriculum development, faculty performance, student learning outcomes, and overall institutional reputation.
In recent years, programme accreditation has gained significant importance in ensuring the quality and standardization of educational programmes in tertiary institutions. Accreditation serves as a mechanism for evaluating and certifying the quality of academic programmes based on predetermined standards set by accrediting bodies. The study recognized the crucial role of accreditation in promoting academic excellence, fostering continuous improvement, and enhancing the credibility of higher education institutions.
A mixed-methods research design was employed, combining both quantitative and qualitative approaches. The research sample consisted of faculty members, students, and administrators from a representative selection of tertiary institutions in Anambra State. Data were collected through surveys, interviews, and document analysis, and subsequently analyzed using appropriate statistical techniques and thematic analysis.
Preliminary findings of the study indicate that programme accreditation has a positive impact on academic effectiveness in tertiary institutions in Anambra State. Accredited programmes were found to exhibit higher levels of quality in terms of curriculum design, teaching methodologies, and learning resources. Accreditation also played a significant role in enhancing faculty performance and professional development, thereby positively influencing student learning outcomes.
Furthermore, the study revealed that programme accreditation contributed to the overall reputation and recognition of tertiary institutions in Anambra State. Accredited institutions were perceived as more credible and reliable, attracting a larger pool of qualified students and faculty. The findings highlight the importance of programme accreditation as a quality assurance mechanism and its potential to drive institutional improvement and excellence in the Nigerian higher education context.
The implications of the study underscore the need for continuous investment in programme accreditation processes and resources, as well as the development of institutional strategies that prioritize quality enhancement. The study's findings can inform policymakers, higher education administrators, and accrediting bodies in Anambra State, Nigeria, in their efforts to foster academic effectiveness and improve the overall higher education landscape.
Keywords: Programme accreditation, academic effectiveness, quality assurance, higher education, tertiary institutions, Anambra State, Nigeria.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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