ABSTRACT

This study determined the relationship between motivational strategies, quality assurance and lecturers’ effective instructional delivery in the south east Nigeria. The study adopted a correlational survey research design. A sample of 403 lecturers drawn from a population of 1009 lecturers selected from nine public universities in the south east Nigeria using multi-stage sampling procedure.  The instruments for data collection were Motivational Strategies Questionnaire (MOSTRAQ), Quality Assurance Questionnaire (QAQ) and Lecturers’ Effective Instructional Delivery Questionnaire (LEIDQ) which were all developed by the researcher. The instruments were validated by three experts, two in Educational Management and one in measurement and evaluation, all in College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. The internal consistency of the items in the instruments were determined using Cronbach Alpha statistic which yielded coefficients of 0.765, 0.748 and 0.928 for of MOSTRAQ, QAQ and LEIDQ respectively. Four research assistants helped in data collection. Out of the 403copies of the three instruments administered respectively, 321 copies of each of the instruments representing 80% rate of return were well filled by the respondents and used for data analysis.  Pearson product moment correlation was used to answer the research questions raised for the study while linear regression analysis was used to test the null hypotheses that guided the study at 0.05 level of significance. The findings showed among others that the Professional development of lecturers, Quality remuneration of lecturers, prompt promotion of lecturers, Quality infrastructural facilities, Accreditation of academic programmes and supervision of lecturers’ academic activities respectively to a very high extent relate to lecturers’ instructional delivery while campus shuttle system as well as quality staff quarters to a moderate and high extent respectively relate to lecturers’ effective instructional delivery. It could be concluded that motivational strategies as well as quality assurance respectively significantly relate with the lecturers’ effective instructional delivery in Southeast Nigeria. Based on the findings, it was recommended among others that University authorities should establish different motivational strategies for her lecturers to ensure effective instructional delivery.

TABLE OF CONTENTS

                                                                                                                        Page

Title page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    v

Table of content                                                                                                          vi

List of tables                                                                                                               ix

Abstract                                                                                                                      xi

CHAPTER 1: INTRODUCTION                                                                          1

1.1              Background to the Study                                                                               1

1.1              Statement of the Problem                                                                               11

1.2              Purpose of the Study                                                                                      13

1.3              Research Questions                                                                                         14

1.4              Hypotheses                                                                                                     15

1.5              Significance of the Study                                                                               16

1.6              Scope of the Study                                                                                         17       

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              19

2.1       Conceptual Framework                                                                                   19

2.1.1    Concept of motivation                                                                                    19

2.1.2    Motivational strategies                                                                                    22

2.1.2.1. Campus shuttle system                                                                                  23

2.1.2.2. Professional development of lecturers                                                           25

2.1.2.3.  Quality staff quarters                                                                                                30

2.1.2.4.  Quality remuneration                                                                                    32

2.1.2.5. Prompt promotion of lecturers                                                                       33

2.1.3    Quality assurance                                                                                            35

2.1.3.1 Quality assurance mechanism                                                                         36

2.1.3.2. Quality physical facilities                                                                               36

2.1.3.3. Accreditation of academic programmes                                                        38

2.1.3.3.1 Objectives of accreditation                                                                          39

2.1.4. Supervision of lecturers’ academic activities                                                    40

2.1.5 Lecturers’ instructional delivery                                                                        43

2.2     Theoretical Framework                                                                                      44

2.2.1 Abraham Maslow’s hierarchy of needs of (1954)                                 45

2.2.2 Frederick Herzberg’s two-factor theory (1959)                                                 50

2.2.3 Theory of human management in organization of (1960)                                  52

2.2.3.1. McGregor Theory X (1960)                                                                           52

2.2.3.2. McGregor Theory Y (1960)                                                                           53

2.3       Empirical Studies                                                                                           56

2.4       Summary of Review of Related Literature                                                    75

CHAPTER 3: METHODOLOGY                                                                          77

3.1       Design of the Study                                                                                        77

3.2       Area of the Study                                                                                           77

3.3       Population of the Study                                                                                  79

3.4       Sample and Sampling Techniques                                                                  79

3.5       Instrument for Data Collection                                                                       80

3.6       Validation of the Instrument                                                                          81

3.7       Reliability of the Instrument                                                                           81

3.8       Method of Data Collection                                                                             82

3.9       Method of Data Analysis                                                                               83

CHAPTER 4: RESULTS AND DISCUSSION                                                    84

4.1       Result                                                                                                              86

4.2       Summary of the Findings                                                                               104

4.3       Discussion of the Findings                                                                             105

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 112

5.1       Summary of the Study                                                                                    112

5.2       Conclusion                                                                                                      113

5.3       Educational Implications of the Study                                                           114

5.4       Recommendations                                                                                          116

5.5       Limitation of the Study                                                                                  117

5.6       Suggestions for Further Study                                                                        117

 References                                                                                                                 118

Appendix                                                                                                                    126

LIST OF TABLES                                      

       Page

4.1         Correlation Matrix between Free campus shuttles system and lecturers’                   84

Effective instructional delivery                                 

4.2         Regression Analysis on Extent of Relationship between Free campus                      85

shuttles system and lecturers’ Effective instructional delivery

4.3         Correlation Matrix between professional development of lecturers and                    86

lecturers’ Effective instructional delivery

4.4         Regression Analysis on Extent of Relationship between Professional

              Development of lecturers and lecturers’ Effective Instructional delivery                  87

4.5         Correlation Matrix between Quality staff quarter and lecturers’ Effective                87

instructional delivery

4.6         Regression Analysis on Extent of Relationship between staff quarter and              

lecturers’ Effective instructional delivery                                                                  88                                                                               

4.7         Correlation Matrix between Quality remuneration of lecturers and lecturers’          

Effective instructional delivery                                                                                 89

4.8         Regression Analysis on Extent of Relationship between Quality Remuneration

              of and lecturers’ Effective instructional delivery                                                       90

4.9         Correlation Matrix between Prompt Promotion of lecturers and lecturers’                90

Effective instructional delivery

4.10       Regression Analysis on Extent of Relationship between prompt Promotion of        91

lecturers and lecturers’ Effective instructional delivery                                

4.11       Correlation Matrix between quality Infrastructural facilities and lecturers’              

Effective instructional delivery                                                                                  92

4.12       Regression Analysis on Extent of Relationship between prompt Promotion              

of lecturers and lecturers’ Effective instructional delivery                                         93

4.13       Correlation Matrix between accreditation of programmes and lecturers’                  

Effective instructional delivery                                                                                  94                   

4.14       Regression Analysis on Extent of Relationship between accreditation of

programmes and lecturers’ Effective instructional delivery                                       95

4.15       Correlation Matrix of Relationship between Supervision of lecturers’ academic            

activities and lecturers’ Effective instructional delivery                                            96                                                                     

4.16       Regression Analysis on Extent of Relationship between Supervision of lecturers’  

              academic activities and lecturers’ Effective instructional delivery                            97                               

4.17       Correlation Matrix of Motivational strategies (free campus shuttle,                               

professional development, staff quarters, quality remuneration and promotion)

and lecturers effective instructional delivery.                                                             85

4.18       Scheffe Test on Relative Contribution of motivational strategies (free campus

shuttles system, professional development of lecturers, quality staff quarter, quality

remuneration of lecturers, and Prompt promotion of lecturers) and lecturers’

effective instructional delivery.                                                                                  99

4.19       Multiple Regression Analysis of motivational strategies (Free Campus Shuttles      

System, Professional Development of Lecturers, Quality Staff Quarter,

Quality Remuneration of Lecturers, Prompt Promotion of Lecturers)

and Lecturers’ effective instructional delivery                                                           100                                           

4.20     Correlation Matrix between quality assurance (quality infrastructural

facilities, accreditation of programmes, supervision of lecturers’ academic

activities) and lecturers’ effective instructional delivery.                                           101

4.21     Scheffe Test on Relative Contribution of quality assurance (quality infrastructural   

facilities, accreditation of programmes, supervision of lecturers’

academic activities) and lecturers’ effective instructional delivery.                           102

4.22     Multiple Regression Analysis of quality assurance (quality infrastructural

facilities, accreditation of programmes, supervision of lecturers’ academic

activities) and Lecturers’ effective instructional delivery                                           103                             

LIST OF FIGURES

      Pages

1: Abraham Maslow’s Hierarchy of needs (Nnachi, 2009)                                                    45